牛津版八年級英語Unit 1 教案

part a
teaching procedures
1. 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 b
teaching procedures
1. 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.