【核心素养目标】Unit 4 Inventions Period 3 Grammar教案

中小学教育资源及组卷应用平台
牛津深圳·广州版英语八年级上册第3课时教学设计
课题 Inventions 单元 Unit 4 学科 英语 年级 八
教材分析 The topic of this unit is "invention". This is the third lesson. The main task is to learn the comparative and superlative forms and usages of some irregular adjectives "bad/bad", "good/good", "more/more", "less", "far". Learn and summarize the structure and usage as. The textbook first gives a long chart. The information in the chart is the comparative and superlative forms of irregular adjectives. Students are required to learn and write the comparative and superlative forms of these adjectives. A1 gives a form containing a school report listing the names, art scores and natural scores of some students in Class 2A. The text gives some questions, which need students to analyze according to the chart information. In pairs, ask questions and answer relevant questions. A2 is about looking at the map. Students analyze the content of the chart, follow the example to ask and answer questions about it. Part B is about looking at tables and pictures, and completing sentences with (not) as many words as possible. The teacher guides the students to complete the exercise by comparing and analyzing the information of the chart, combining the comparative and superlative use of adjectives, so as to cultivate the students' sense of cooperation with others and ability of teamwork. Cultivate students' level of inquiry learning, cooperative learning and independent learning.
学习 目标与核心素养 1.Knowledge objectives: ①Learn the comparative and superlative forms, usages of some irregular adjectives "bad/bad", "good/good", "more/more", "less" and "far". ②Learn and summarize the structure and usage of as. ③Guide students to actively explore and learn, and understand the cultural content related to this lesson. 2.Skill objectives: ①Be able to analyze and judge the chart information of the textbook, and skillfully use the comparative and superlative adjectives to compare things. ②Cultivate students' ability to summarize grammar rules. 3.Emotional objectives: Cooperate with classmates to discuss topics and cultivate students' sense of cooperation. 4.Thinking capacity(思维品质) Cultivate students' level of inquiry learning, autonomous learning, analysis and induction, and cooperative learning.
重点 Learn the comparative and superlative forms, usages of some irregular adjectives "bad/bad", "good/good", "more/more", "less" and "far".
难点 Be able to analyze and judge the chart information of the textbook, and skillfully use the comparative and superlative adjectives to compare things.
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 一、Revision 1. The desk is _______(布满灰尘的). He hasn't cleaned it for a few days. 2. The invention is really _________(有用的)in our daily life. 3. We saw two _________ (四轮马车) in the City Museum. 4. Can you ___________(介绍)me to the manager in your company 5. India is a ___________(发展中的) country. 答案: 1.dusty 2.practical 3.carriages 4.introduce 5.developing The teacher shows the questions to the students, guides them to read the questions carefully, and students write English words according to the Chinese meaning in brackets of each question. 复习上一节课的内容，可以激发学生的复习兴趣，消化所学知识，加深对教师课堂上所讲知识的理解和记忆,达到举一反三的目的。通过对知识进行提炼归纳，使分散的知识点串联起来,从而使同学们的知识更加系统化、条理化，避免前后知识脱离。复习也可以强化基础，复习课是将新知识与旧知识串联学习的有效方式，是非常重要的教学环节。
讲授新课 Discussion Look and say! Look at the red words in the following sentences. What do they mean What are the common characteristics 1.Which invention do you think is the greatest invention Why (表示比较三个中最伟大的最伟大的一个发明 ) 2.They help people live a better life. (表示过上比之前更好的生活) 3.The wheel is perhaps the greatest invention in history. (表示历史上最伟大的发明) 4.After its invention, travelling became faster and more comfortable.(表示比之前更快更舒适) 红色字的单词是形容词。当我们需要对事物作出比较时，需要用到比较级和最高级。 三、Watch video Do you know the comparative forms of adjectives 四、Grammar 一、比较级的句子结构 当我们需要对事物作出比较时，需要用到比较级。 比较级的句子结构通常是: 什么+动词be (am, is,are)+形容词比较级+ than (比) +什么,如: I'm taller and heavier than you. (我比你更高和更重。) An elephant is bigger than a tiger. (一只大象比一只老虎更大。) 注意:比较的两者应该是互相对应的可比较的东西。 典型错误: My hair is longer than you. (我的头发比你更长。) 比较的两者是我的头发、你(整个人)，那么比较的对象就没有可比性。 应该改为: My hair is longer than yours.或My hair is longer than your hair. 二、形容词比较级和最高级的变化规则 五．Let’s do 写出下列词的比较级和最高级 old__________ ___________ busy _________ ___________ thin _________ ____________ many _________ __________ slow _________ ____________ delicious ________ __________ long__________ ____________ wide __________ ___________ fat ___________ ____________ heavy__________ ___________ 六．完成教材第55页A。 七、Discussion 1.Group discussion. Do you think seeing is believing Have you noticed these interesting phenomena in life Have you ever had this kind of experience It looks very shallow and clear, but it's very deep after going down! 2.watch video Why does the pencil seem to break when it reaches into the water 3.Which circle is bigger green circle blue circle The green circle is as big as the blue circle ! 4.Which rectangle below is smaller A B Actually, rectangle B is as small as rectangle A! Did you guess correctly 5.Compare the following two lines. Which one do you think is longer Line A Line B Line A is as long as Line B ! After looking at the previous example, 6.which one do you think is shorter, line A or line B Line A is shorter than Line B ! Line A is not as long as Line B ! Line A is not so long as Line B ! 句型总结:表达A和B一样.... as + adj.原形+ as 表达A不如B .... not as/so+ adj.原+as 7.Who has more apples The man has as many apples as the woman. 句型总结: as + many +_ c.n.(plural D) +as 8.Which one has more water A has as much water as B. 句型总结: as十much十u.c.n.十as 八．完成教材第56页B。 九、Language point The Blacks throw away as many cans as the Browns.布莱克一家 扔的罐子和布朗一家人的一样多。 (1) the +姓氏复数the Blacks布莱克一家;布莱克夫妇 还可以表示为the Black family。“the +姓氏复数”或“the +姓氏+ family”表示“某 某一家”或“某某夫妇”，作主语时，谓语动词用复数形式。 The Smiths like red cars. = The Smith family like red cars. 史密斯一家/ 史密斯夫妇喜欢红色汽车。 Here is a letter from the Whites(怀特夫妇), who want to come to London. Here is a letter from _________(怀特夫妇), who want to come to London. 答案:the Whites Look at the red words in the sentences given by the teacher. The teacher guides them to say the meaning of these words and observe the common features of these words. The teacher guides the students to draw a conclusion that the words in red are adjectives. When we need to compare things, we need to use comparative level and superlative level. The teacher asks the students to watch the video, and the students watch the video with questions. The question is: Do you know the comparative form of adjectives After the students watch the video, the teacher can ask the students to talk with each other in pairs and guide them to summarize the grammar. The teacher teaches students the sentence structure of comparative level, the typical errors in the use of comparative and superlative adjectives, and the change rules of comparative and superlative adjectives. Students can remember important grammar knowledge under the guidance of teachers by using induction, drawing inferences from one instance, mind mapping, etc. The teacher explains the topic requirements to the students, and the students review the comparative and superlative usages of adjectives they learned before. Write the comparative and superlative forms of the following words. After completing the exercise, the teacher and the students check the answers, and the students check their knowledge and make a learning plan according to their own conditions. Students complete pages 55, 56 A and B. Complete A1 and look at the following school report. In pairs, ask and answer questions about the report with your partner. The teacher guides the students to analyze the information in the chart and fill in the blanks. The second step is to observe the A2 map, follow the examples and ask partners and answer questions about it. The teacher divided the students into four groups. Students will discuss in groups. The topic of the students' discussion is: Do you think seeing is believing Have you noticed these interesting phenomena in life Have you ever had such an experience It looks very shallow and clear, but it is very deep after diving! The teacher asked the students to watch the video and guide them to think: Why does the pencil seem to break when it reaches into the water Through observing the pictures, students can draw a conclusion that seeing is not necessarily true. The teacher guides the students to summarize the sentence pattern they have just learned, explain the requirements of the topic and the matters needing attention in doing the problem, and the students complete the blank according to the teacher's requirements. Finally, teachers and students check the answers. At the end of the class, the teacher summarized the language points. Under the guidance of the teacher, the students told their understanding of English knowledge. The teacher systematically summarized the words, phrases and important sentence patterns of the class. Explain typical examples. Students carefully record their knowledge points, actively participate in the solution of examples, and check and fill in the gaps according to their own completion of the questions. 课堂导入既能引起学生的兴趣，又能激发学生的求知欲，为整节课的学习打下良好的开头，使整个教学活动进行得生动、活泼、自然。因此要注重英语课堂导入以提高英语教学效率。课堂导入是课堂教学的开端。营造良好的学习气氛，能够调动学生的上课听讲的积极性能够最大限度地提高课堂教学效果，有起着承上启下的作用。 让学生观看视频学习英课程相关知识点，可以给学生留下深刻的印象，学生更加直接的得到重点捕捉到关键。有趣的视频可以激发学生的学习兴趣，多角度地观察对象,并能够突出要点，有助于语法的理解和方法的掌握。图文声像并茂,多角度调动学生的情绪、注意力和兴趣。有利于反映概念及过程，能有效地突破教学难点。学生有更多地参与，学习更为主动。 通过教授语法内容，要求同学学会用形容词的比较级和最高级对两种以或两种以上的事物进行比较;从而掌控一些单音节形容词，双音节词，多音节，形容词的比较级和最高级。形容词和副词的比较和最高级的意义和用法。 。 练习能够让学生仔实际训练中熟悉语法知识，从字面理解到实际练习。在实际训练中加深对形容词比较级，最高级用法的理解。练习的完成情况也是教师衡量学生是否掌握语法知识的途径，同样也是学生自我评估的方法。 图表中的信息是不规则形容词的比较级和最高级形式。要求学生学习并写出这些形容词的比较级和最高级形式。教师通过比较和分析图表中的信息，结合形容词的比较和最高级用法，指导学生完成练习，从而培养学生与他人合作的意识和团队合作的能力。培养学生的探究学习、合作学习和自主学，与同学合作讨论话题，培养学生的合作意识。培养学生总结语法规则的能力。培养学生的探究学习、自主学习、分析和归纳能力，和合作学习的思维品质。 课堂讨论有利于彰显英语学科的特色，它有助于发挥教师的主导作用，同时调动学生的学习积极性。有效的课堂讨论活动能调动学生的学习积极性，激发学生的认知需求，培养学生的创新精神和实践能力，促进学生的发展。通过讨论，能够促使教师和学生的共同发展和进步。营造交流氛围，张扬思维活力，突出目标性，鼓励创新，增强其学英语的信心。 通过学习教材56页内容，学生了解并掌握(not)as...as 句型的用法。能够从题目和图片中定位并找到有用信息，仔细判断信息的价值，并完成填空。学生通过这部分学习，能够训练他们的观察理解能力，逻辑判断，总结归纳能力，培养他们的思维品质。 课堂最后老师总结语言点，学生在教师的指导下，说出他们对英语知识的理解，训练英语逻辑的组织能力。通过学生对知识的梳理，有效地实现对所学知识的巩固，有利于培养学生的目标意识，加强目标性。多渠道、多侧面了解学生的学习情况，尽可能把问题解决在萌芽状态，以提高课堂教学效率，是教师在课堂上获得信息反馈的一条有效途径。面向全体学生,为学生全面发展和终身发展奠定基础。
课堂练习 一、用所给单词的适当形式填空 1. The black mobile phone is as _________ (expensive) as the white one. 2. He spent ______(much) money than me during the trip to Ningxia. 3. Miss He has _____ (little) experience, but she is _______(good) teacher in the school. 4. The weather today is much ______(bad) than yesterday. 5. I think this story is much _______________(interest) than that one. 答案: 1.expensive 2.more 3.little;the best 4.worse 5.more interesting 二、选择填空 1. Mike's English is very good, and his French ________ his English. A. is as good as B. isn't as good as C. is as well as 2. My brother is ________ I am. A. as tall as B. as taller than C. much taller as 3. You are doing great! I've never had ________ answer before. A. better B. best C. a better 4. You should practise more to improve your English, then you'll be ________ at it. A. good B. better C. best 5. The sick boy is getting ________ day by day. A. worse B. bad C. badly 答案:AACBA 课堂练习是对英语单词的复习，有利于学生从中了解掌握重要词汇及句型，语法的情况。教师针对这节课主要知识点安排的针对性训练，突出重点、难点有利于学生在实践中强化记忆，教师还把所有知识点交织成完整的知识网，便于学生复习和自查。
课堂小结 The main task of this lesson is to learn the comparative and superlative forms and usages of some irregular adjectives "bad/bad", "good/good", "more/more", "less" and "far". Learn and summarize structure and usage. The text gives some questions, which need students to analyze according to the chart information. In pairs, ask and answer relevant questions. The teacher guides the students to complete the exercise by comparing and analyzing the information in the chart, combining the comparison of adjectives and the superlative usage, so as to cultivate the students' sense of cooperation with others and the ability of teamwork. Cultivate students' level of inquiry learning, cooperative learning and independent learning. 教师在这部分总结回顾的需要注意的知识点，内容以及学习目标，需要注意的情况，加深学生的记忆。为以后教学工作提供参考。
板书 变化规则 1.单音节词在词尾加-er(比较级)或-est(最高级) 。 bright (明亮的)→brighter→brightest 2.以重读闭音节结尾的词末尾只有一个辅音字母应双写辅音字母再加-er或-est。 big (大的)→bigger→biggest 3.以字母e接尾的词加-r或st。 able (能干的)→abler→ablest 4.以辅音字母+y结尾的词变y为i再加er,或est。 busy (忙碌的)→busier→busiest 5.多音节词和多数双音节词在其前面加more和most。 afraid(害怕的)→more afraid→most afraid 句型: A和B一样... as + adj.原形+as A不如B ... not as/so + adj.原形+ as as + many + c.n.(plural)+as as + much + u.c.n.+as
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