Unit1 Friendship Grammar (教学设计)-2025-2026学年译林版英语八年级上册

8A Unit1 Friendship Grammar (教学设计) I. Teaching Objectives Knowledge Objectives Students can master the rules of forming and using comparative and superlative adjectives. Students can correctly use comparative and superlative adjectives in different contexts. Ability Objectives Improve students’ ability to analyze and summarize grammar rules. Enhance students’ skills in applying grammar knowledge to solve practical problems. Emotional Objectives Cultivate students’ sense of exploration in grammar learning. Encourage students to use grammar knowledge to describe and compare things in daily life. II. Teaching Key Points and Difficult Points Key Points The rules of forming comparative and superlative adjectives. The correct usage of comparative ( + than ) and superlative ( the + superlative ) adjectives. Difficult Points Correctly forming comparative and superlative adjectives, especially for irregular and long adjectives. Skillfully using comparative and superlative adjectives in real - life situations. III. Teaching Procedures 1. Lead - in (5 minutes) Activity: Show two pictures of students (e.g., one tall and one short, one fat and one thin). Ask students to compare them using simple adjectives like “tall” and “short”. For example, “Tom is tall. Jim is short. Tom is taller than Jim.” Purpose: Arouse students’ interest in adjective comparison and lead in the topic of comparative and superlative adjectives. 2. Presentation (10 minutes) Example Sentences: Present the example sentences from the textbook: “Betty’s hair is longer than mine.” “Max is more interesting than his classmates.” “Betty is the most helpful person in our class.” “Max is the tallest boy in our class.” Rule - working - out: Guide students to work out the basic rules of using comparative and superlative adjectives by analyzing these sentences. Ask them to fill in the blanks in “We use comparative adjectives + than to compare _ two _ people or things; we use the + superlative adjectives to compare _ one _ or more people or things.” 3. Grammar Explanation (12 minutes) Formation Rules: Explain the rules of forming comparative and superlative adjectives in detail, category by category: Short adjectives (e.g., long, small): comparative ( + er ), superlative ( + est ) Short adjectives ending in “e” (e.g., fine, nice): comparative ( + r ), superlative ( + st ) Short adjectives ending in “consonant + y” (e.g., tidy, pretty): comparative ( - y + ier ), superlative ( - y + iest ) Short adjectives ending in “vowel + consonant” (e.g., big, slim): comparative (double the consonant + er ), superlative (double the consonant + est ) Long adjectives (e.g., beautiful, wonderful): comparative (more + adjective ), superlative (most + adjective ) Irregular adjectives (e.g., good, bad): comparative (better, worse ), superlative (best, worst ) Examples: Give more examples for each category to help students understand, such as “happy - happier - happiest”, “hot - hotter - hottest”, “delicious - more delicious - most delicious”. 4. Practice (15 minutes) Activity A: Do Task A in the textbook. Ask students to read the words, then put them into correct sound groups according to the formation rules of comparative and superlative adjectives. Walk around the classroom to help students who have difficulties. Then check the answers as a class. Activity B: For Task B, guide students to complete Daniel’s notes about his classmates. First, let students understand the data in the table (height, weight, drawing score, etc.). Then, ask them to use comparative and superlative adjectives to fill in the blanks. For example, for “Simon is _ (tall) of the six students.”, students should know to use “the tallest”. After students finish, check the answers and explain the difficult ones. 5. Production (10 minutes) Activity C: Ask students to do Task C: “Describe your friends, including their looks and what they are good at, using comparative and superlative adjectives.” First, give students a few minutes to think and organize their ideas. Then, invite some students to share their descriptions in front of the class. For example, “My friend Lily is taller than me. She is the most talented singer in our class.” Give positive feedback and correct any grammar mistakes. 6. Consolidation (3 minutes) Summary: Summarize the key points of the lesson, including the formation rules and usage of comparative and superlative adjectives. Q&A: Answer any remaining questions from students to ensure they have a clear understanding. IV. Summary Teacher’s Summary: Recap the rules of forming and using comparative and superlative adjectives. Emphasize the key points and difficult points, such as the formation of different types of adjectives and the correct use of “than” and “the + superlative”. Student’s Reflection: Ask one or two students to share what they have learned and what they need to practice more. V. Homework (4 minutes) Practice: Ask students to find 5 more adjectives from their textbook or dictionary, and write their comparative and superlative forms. Writing: Ask students to write a short passage (at least 5 sentences) comparing their family members or classmates using comparative and superlative adjectives. VI. Blackboard Design Content Formation Rules Short adjectives: + er / + est Short adjectives ending in “e”: + r / + st Short adjectives ending in “consonant + y”: - y + ier / - y + iest Short adjectives ending in “vowel + consonant”: double consonant + er / double consonant + est Long adjectives: more + / most + Irregular adjectives: good - better - best; bad - worse - worst Usage Comparative: + than (compare two) Superlative: the + superlative (compare one among more) Examples Comparative: Betty’s hair is longer than mine. Superlative: Max is the tallest boy in our class. 学科网（北京）股份有限公司 $$