资源简介

PEP Edition English Textbook for Grade 8 (Volume 1)
Unit3 Section A（Grammar focus--3c）Teaching Design
一、Basic information
Grade Taught: Grade 8 (Volume 1)
Teaching Content: Unit 3 I’m more outgoing than my sister Section A (Grammar Focus--3c)
Class Period Arrangement: 1 class period (10minutes)
Teaching Type: Grammar Class
二、Learning objectives：
1.Linguistic Knowledge:
Be able to summarize the formation of comparative degrees of adjectives and adverbs.
2.Learning Abilities:
Master the sentence structures of the comparative degree of adjectives and adverbs, such as the "as…as" structure.
3.Cultural Awareness:
Guide the development of positive character traits through character comparison.
4.Thinking Quality:Accurately use different sentence patterns of comparative degrees of adjectives and adverbs to improve logical thinking.
三、Key and Difficult Points in Learning
1.Learning Key Points
The formation rules of comparative degrees of adjectives and adverbs (with special emphasis on irregular changes).
The five core sentence patterns of comparative degrees and the application principle of "adjectives with be verbs, adverbs with action verbs" (abbreviated as "be + adjective, action verb + adverb").
The correct use of modifiers for comparative degrees.
2Learning Difficult Points
Accurately distinguishing between and applying comparative degrees of adjectives and adverbs in specific contexts.
The correct use of pronoun forms after "than" (e.g., using "me" instead of "I").
The discrimination and application of "farther" and "further" in different contexts.
四. Learning Methods
Situational Teaching Method: Create contexts related to students' daily lives (such as differences between Olympic athletes, descriptions of classmates, and changes in their hometowns), allowing students to learn and apply grammar in real-life situations.
Task-Driven Method: Design a series of tasks including pre-class preview, in-class exploration, and after-class consolidation to guide students to actively participate in learning and complete the construction of knowledge.
Group Cooperation Method: Divide students into groups, and solve learning problems through group discussions, cooperative exploration, and other methods to cultivate their team collaboration skills.
Method of Combining Explanation and Practice: First explain grammar knowledge, then consolidate the learned content through a large number of exercises (such as filling in the blanks, writing, discrimination, etc.) to ensure that students can apply what they have learned.
五、Learning Process
（一）Leading into the New Lesson (1 minutes)”
Play the MP4 video featuring Ma Long's fourth Olympic appearance and other related content, with the background music titled "Who is the Strongest "After watching, guide students to make comparisons, such as saying "Ma Long was very strong 4 years ago. Now he is still stronger."
Ask students the question: "What changes have you had compared with last year " Encourage them to answer briefly in English, guiding them to naturally use comparatives. In this way, lead into the grammar topic of this lesson —— comparatives of adjectives and adverbs.
（二）Knowledge Review and Explanation (7 minutes)
Read the following short passage and circle the comparatives of adjectives and adverbs.
Tina loves sports. She can run faster than Tara and she is thinner. She is more outgoing and funnier. But Tina is lazier and she always gets up later than Tara . She hopes she can be a better person.Tina loves sports. She can run faster than Tara and she is thinner. She is more outgoing and funnier. But Tina is lazier and she always gets up later than Tara . She hopes she can be a better person.
Analyze the Rules for Forming Comparatives:
Rule 1 for Comparative Formation: For most monosyllabic words, add -er to the end. -er，
tall-taller long-longer short-shorter high-higher
Rule 2 for Comparative Formation: For monosyllabic words ending in a silent e, add -r to the end.，
nice-nicer fine-finer
Rule 3 for Comparative Formation: For closed-syllable words (stressed syllable) that end with only one consonant, double the final consonant first, then add -er.
big-bigger fat-fatter
Rule 4 for Comparative Formation: For two-syllable words ending in a consonant + y, change y to i, then add -er. friendly-friendlier heavy-heavier
Rule 5 for Comparative Formation: For polysyllabic words (words with three or more syllables) and some two-syllable words, add more before the word.
loudly-more loudly expensive--more expensive
Rule 6 for Comparative Formation: Irregular changes: These need to be memorized individually.
many/much-more bad/badly-worse old --older/elder litttle-less far-farther/further
Regular Changes: Present the rules for different scenarios (general cases, ending in "e", closed syllables with "consonant-vowel-consonant" structure, ending in "consonant + y", polysyllabic/partial disyllabic words) in the form of a table.
Irregular Changes: List the words with irregular changes.（good/well→better；bad/badly→worse；many/much→more；little→less；far→farther/further）整理成口诀（口诀：两好good/well--better两多many/much---more两坏病bad/badly---wore 一老old---older/elder一少little--less 一远(程)far—farther/further），帮助学生记忆。
（三）Game time Shooting Contest: Classify (words) according to the rules for forming comparatives.
（四）Read and practice in pairs
1. Read the sentences in Grammar focus loudly. (大声朗读grammar focus 里面的句子)
Is Tom smarter than Sam No, he isn't.Sam is smarter than Tom.
Is Tara more outgoing than Tina No, she isn't. Tina is more outgoing than Tara.
Are you as friendly as your sister No, I'm not. I'm friendlier.
Does Tara work as hard as Tina Yes, she does.
Who's more hard-working at school Tara thinks she works harder than me.
(1).Task1:画出形容词、圈出副词；
Is Tom smarter than Sam No, he isn't.Sam is smarter than Tom.
Is Tara more outgoing than Tina No, she isn't. Tina is more outgoing than Tara.
Are you as friendly as your sister No, I'm not. I'm friendlier.
Does Tara work as hard as Tina Yes, she does.
Who's more hard-working at school Tara thinks she works harder than me.
总结:形容词与be动词连用；副词修饰行为动词，并往往位于动词后面。
(2).Task2：注意下面的句子
Is Tom smarter than Sam No, he isn't. Sam is smarter than Tom.
Is Tara more outgoing than Tina No, she isn't. Tina is more outgoing than Tara.
总结:形容词比较级的一般疑问句：Be +A+形容词比较级+than +B A比B...吗？
肯定句式：A＋be＋形容词比较级＋than＋B.A比B...
(3).Task3：注意下面的句子
Are you as friendly as your sister No, I'm not. I'm friendlier.
总结:形容词原级比较的一般疑问句式：Be +A+as+形容词原形+as +B
肯定句式：A＋be＋as＋形容词原形＋as＋B.
(4).Task4：注意下面的句子
Does Tara work as hard as Tina Yes, she does.
总结:副词原级比较的一般疑问句式：Does/Do +A+实义动词+副词原形+as +B
肯定句式：A＋实义动词＋as＋副词原形＋as＋B.
(5).Task5：注意下面的句子
Who's more hard-working at school Tara thinks she works harder than me.
总结:比较级的特殊疑问句：Who/Which + be/实义动词+ 比较级, A or B
Summary:
(1).比较级句式1：
肯定句：A+be(not)+形容词比较级+than+B。A比B...
一般疑问句：Be+ A+形容词比较级+than+B？A比B...吗？
(2).比较级句式2：
肯定句：A+动词+副词比较级+than+B。A比B做得...。
一般疑问句：助动词+A+动原+副词比较级+than+B A比B做得...吗？
(3).两者之间等级相同，用原级
句式：A+be(not)+as/so+形容词原级+as+B 。A和B(不)一样....。
A+动词+as+副词原级+as+B。A和B做得一样....。
A+ don’t/doesn’t +动词原形+as/so+副词原级+as+B.A和B做得不一样....。
Didn’t
(4).Who/which + be + 形容词比较级？谁更...？Who/which + 助动词 +A+ 副词比较级,Aor b？
2. Fill in the blanks according to the tips.
3a Use the words to write questions and answers.
1. Julie / tall / you
Q: Is Julie as tall as you
A: No, she isn’t. She’s taller than me.
2. Jack / run / fast / Sam
Q: Does Jack run faster than Sam
A: No, he doesn’t. He runs more slowly than Sam.
3. your cousin / outgoing / you
Q: Is your cousin less outgoing than you？
A: No, she isn’t. She’s more outgoing than I/me.
4. Paul / funny / Carol
Q: Is Paul funnier than Carol
A: No, he isn’t. He’s quieter than Carol.
3b Think of yourself two years ago. Write about how you are different now，including information below.
1. Are you taller
Yes, I am. I’m taller now than I was two years ago.
2. Are you funnier
Yes, I am. I’m funnier than I was two years ago.
3. Are you more outgoing
Yes, I am. I'm more outgoing now than I was two years ago.
4. Do you study English harder
Yes, I do.I study harder now than I did two years ago.
5. Do you sing better
No, I don't. I sing worse now than I did two years ago.
3c Compare your parents. Check who is smarter, funnier, etc. in the chart. Then ask your partner about
his/her parents.
A: Who is smarter, your mother or your father
B: I think my mother is smarter than my father.
mother father
smart
funny
work hard
outgoing
friendly
Sing well
I love my mother because she works harder. She is like a superwoman.
(五)、Class Summary (1minute)
Teachers and students jointly review what has been learned in this class, including the formation rules of comparatives, core sentence patterns, the usage of modifiers, and common mistakes (such as the form of pronouns after "than"). They emphasize the key points and difficult points of this class, so that students can once again clarify the critical knowledge they need to master.
（六）Homework Assignment (1 minute)
Basic Homework: Complete the exercise 3c in the textbook. You are required to write neatly and check carefully.
Advanced Homework: Write a short passage (about 80 words) describing the changes of your city from the past to the present, using at least 3 comparative sentence patterns. The passage will be presented and commented on in the next class.
Extended Homework: Collect English slogans or advertisements that contain comparatives in daily life, analyze their expressive effects, and share them with classmates in the next class.
六、Whiteboard Design
Unit3 I’m more outgoing than my sister Section A（Grammar focus--3c）
一、比较级的构成
1. 规则变化：
- 一般情况：加-er（tall→taller）
- 以e结尾：加-r（large→larger）
- 辅元辅闭音节：双写加-er（thin→thinner）
- 辅音+y结尾：变y为i加-er（funny→funnier）
- 多音节：more+原级（beautiful→more beautiful）
2. 不规则变化： 两好、两多、两坏病；一老、一少、一远(程)
good/well→better；many/much→more；bad/badly→worse；old→older/elder;little→less；far→farther/further
二、比较级常用句型
1.比较级句式1：
肯定句：A+be(not)+形容词比较级+than+B。A比B...
一般疑问句：Be+ A+形容词比较级+than+B？A比B...吗？
2.比较级句式2：
肯定句：A+动词+副词比较级+than+B。A比B做得...。
一般疑问句：助动词+A+动原+副词比较级+than+B A比B做得...吗？
3.两者之间等级相同，用原级
句式：A+be(not)+as/so+形容词原级+as+B 。A和B(不)一样....。
A+动词+as+副词原级+as+B。A和B做得一样....。
A+ don’t/doesn’t +动词原形+as/so+副词原级+as+B.A和B做得不一样....。
Didn’t
4.Who/which + be + 形容词比较级,AorB？谁更...？Who/which + 助动词 +A+ 副词比较级,Aor b？
七、Post-Learning Reflection
Through learning procedures such as situational lead-in, knowledge organization, group inquiry, and hierarchical exercises, the teaching objectives of this lesson have been basically achieved. Students have developed a good grasp of the formation rules of comparatives and core sentence patterns.
In the group discussion session, most students were able to participate actively, but a small number of students still showed low engagement. In subsequent teaching, more attention should be paid to these students, and they should be encouraged to speak up proactively.
The time arrangement for in-class exercises was relatively reasonable. However, when explaining error-prone points, more analysis could be conducted by combining students’ actual error cases to help students leave a deeper impression.
The homework assignment covers basic, advanced, and extended levels, which can meet the needs of students at different proficiency levels. Nevertheless, when checking the homework in the next class, more detailed comments on students’ short essay writing should be added to help them improve their writing skills.

展开更多......

收起↑