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新人教版八年级上册英语Unit 3 Same or Different Section A Grammar Focus 3a-3c教学设计
I. Core Competence Objectives
1. Language Competence: Summarize the formation rules of the comparative degrees of adjectives and adverbs, master their usage through grammar learning, and correctly apply them in listening, speaking, reading and writing activities to improve comprehensive language application ability.
2. Cultural Awareness: Develop the awareness of respecting differences by comparing people or things, and cultivate an open and inclusive attitude towards the diversity of individuals and things.
3. Thinking Quality: Cultivate logical thinking ability by analyzing and summarizing the rules of comparative degrees; learn to observe and compare the differences and changes of things, and develop the ability to think and express with comparative thinking.
4. Learning Ability: Cultivate autonomous learning ability through independent exploration of grammatical rules; improve cooperative learning ability in group discussions and role-play activities, and develop the habit of reflecting on learning processes.
Ⅱ. Language Knowledge
1. Key words & phrases:
slim, fact, population, average, pleasant;
the population of
2. Key sentences:
(1) There are more activities this year. It's more colourful than last year.
(2) Emma is taller than Ella, but her hair is shorter than Emma's.
(3) Ella dances better than Emma, but Emma sings louder than her.
(4) Emma always gets up earlier than me, but I work as hard as her!
3. Key & Challenging points:
(1) Formation rules of comparative degrees of adjectives and adverbs.
(2) Usage of comparative degrees of adjectives and adverbs.
(3) The "as ... as" structure.
Ⅲ. Teaching Procedures
Learning Activities
Step 1 Lead-in
Display pictures with comparative relationships.
T: Who is taller Can you use "taller than" to describe the picture
Guide students to recall previously learned comparative sentences.
Design Purpose: By using visual pictures with comparative relationships, this step effectively activates students' prior knowledge of comparative sentences. The simple guiding questions reduce students' learning pressure, arouse their interest in the topic through intuitive stimulation, and smoothly lead to the subsequent grammar learning, laying a solid foundation for the presentation of comparative degree rules.
Step 2 Presentation
Work on 3a
1. Ask students to read the sentences in 3a, observe the bold words, and guide them to summarize the rules for forming the comparative degrees of adjectives and adverbs independently.
2. Explain the rules for forming the comparative degrees of adjectives and adverbs, and supplement the comparative forms of irregular adjectives and adverbs.
3. Demonstrate the correct use of comparative adjectives and adverbs through specific example sentences.
Design Purpose: This step adopts the student-centered approach. By letting students explore the rules independently first, it helps them develop the ability of analyzing and summarizing information. The teacher's subsequent explanation and supplementation of irregular forms can make up for students' incomplete understanding, and the demonstration with example sentences can help students connect grammatical rules with practical language use, deepening their mastery of knowledge.
Step 3 Practice
Work on 3b and 3c
1. Organize students to complete 3b through group cooperation, and then carry out role-based reading of the completed content.
2. Show the pictures in 3c, ask groups to discuss and summarize the differences between the two cities, and then fill in the blanks in the exercise.
Design Purpose: Group cooperation in completing 3b not only promotes students' communication and interaction but also allows them to help each other solve problems, improving their cooperative learning ability. Role-based reading makes the practice more interesting and helps students pay attention to pronunciation and intonation while applying grammar. The discussion and filling-in task for 3c combines picture observation with language expression, enabling students to apply comparative degrees to describe real things, thus enhancing their practical language application ability and analytical thinking.
IV. Assessment of Teaching Effectiveness
1. Observe whether students can actively respond to the teacher's questions and correctly use simple comparative sentences, so as to assess their mastery of prior knowledge related to comparative degrees.
2. Check whether students can correctly summarize the formation rules of comparative degrees and apply them to simple language situations, and guide students to sort out grammatical knowledge systematically to assess their understanding of core grammar points.
3. Observe students' interaction in group cooperation, their performance in role-based reading, and the accuracy of their answers in filling-in tasks, so as to comprehensively assess their participation in class activities and their mastery of comparative degree usage.
V. Blackboard Design
Unit 3 Same or Different Section A Grammar Focus 3a-3c
I. Rules for Forming the Comparative Degree of Adjectives and Adverbs:
1. Add "-er" to the end of single-syllable adjectives: tall→taller; short→shorter
2. For two-syllable adjectives ending with "-e", add "-r" directly: nice→nicer; large→larger
3. For two-syllable adjectives ending with "consonant + y", change "y" to "i" and add "-er": happy→happier; busy→busier
4. For some two-syllable and multi-syllable adjectives, add "more" before the adjective: beautiful→more beautiful; expensive→more expensive
5. For stressed closed syllables ending with a single consonant letter, double the final consonant and add "-er": big→bigger; hot→hotter
★ Irregular forms:
good / well → better; bad / ill → worse
many / much → more; little → less
far → farther / further
II. Sentence Patterns
Comparative of Equality:
- A + be + as + base form of adj. + as + B (+ be).
Bill is as funny as his father.
- A + v. + as + base form of adverb + as + B (modal/auxiliary verb).
His father runs as fast as mine.
- A + be not + as/so + base form of adj. + as + B.
Those books aren't as/so interesting as these.
- A + auxiliary / modal + not + v. + as/so + base form of adv. + as + B.
His father can't run as/so fast as mine.
Comparative of Superiority/Inferiority:
- A + be + comparative adj. + than + B.
The elephant is bigger than the horse.
- A + v. + comparative adv. + than + B.
He runs faster than his brother.
Other Common Patterns:
- Comparative + and + comparative
The weather is getting colder and colder.
- more and more + base form of adj. / adv.
Our city is becoming more and more beautiful.
- the + comparative + subject + v., the + comparative + S + v.
The more you study, the more you know.
The harder you work, the better you will be.
- the + comparative + of the two
He is the taller of the two boys.
- Which / Who (Interrogative word) + v. + comparative, A or B
Which city is bigger, Shanghai or Tianjin
VI. Homework
Required:
1. Review and recite the comparative forms of adjectives and adverbs learned in this class.
2. Write at least 5 sentences to describe changes of a person or a thing (using comparative degrees).
Optional:
Write a short passage (about 50 words) to introduce the changes of one of your friends (focus on using comparative degrees to show differences).
VII. Teaching Reflection
During the teaching of this section, I focused on guiding students to explore grammatical rules independently. By letting them observe and summarize the formation of comparative degrees from sentences in 3a, most students could grasp the basic rules quickly. The combination of group practice and role-play also made the class more active, and many students showed enthusiasm in applying comparative degrees to express their ideas.
However, there are still some aspects that need improvement. First, when explaining irregular comparative forms, I only listed the common ones but didn't give enough example sentences for students to practice, which might lead to their unsmooth use of these forms in subsequent exercises. Second, in group activities, a few shy students didn't actively participate in discussions. I didn't notice this in time and failed to give targeted guidance to encourage them to speak up.
In future teaching, I will pay more attention to the connection between rule explanation and practical practice, especially for difficult and irregular points, and design more targeted exercises. At the same time, I will observe the participation of each student more carefully, use diversified guidance methods (such as asking simple questions to shy students first) to mobilize their enthusiasm, and better meet the learning needs of students with different learning styles.

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