Unit3Lesson8OlympicWinners(第二课时)教学设计八年级英语北师大版上册册

Unit 3 Lesson 8 Olympic Winners（第二课时）Lesson Focus
•Sports, players
·Superlatives
•Talking about your classmates
Grammar: Superlatives
Exercise 5
Purpose: to help students plete a table with superlative adjectives and adverbs
Write this sentence on the board: Hiroshi Hoketsu is older than Antoinette Guedia. Then direct students to the reading in Exercise the first sentence aloud and write it on the board. Ask“In the first sentence, what are we paring?Elicit the age of Hiroshi Hoketsu and Antoinette Guedia. Point to the second sentence, from the reading. Say”In this sentence, we are also making a parison. What are we paring?Give students some time to think about this. Elicit or provide We are paring the age of Hiroshi Hoketsu with all the other athletes at the Olympics.
Point to the first sentence again and ask How many things do you pare in this sentence?”Elicit two. Point to the second sentence and ask the same question. Elicit or provide many things, or more than two.
Explain that with a parative, we pare only two things; with a superlative (point to the oldest in the sentence), we pare more than two things.
Direct students to the table on page 31. Point out the first parative, fast / faster. Ask How do we form the parative?Elicit by adding er to the adjective or adverb. Direct students to the table with the superlatives and say Look at the examples of the superlatives. How do we form the superlative?”Elicit or provide by adding est to the adjective or adverb. Point out that the article the is used with the superlative. If you feel your students are ready, you may skip these steps.
Say“plete the table with superlatives”Monitor, offering help as needed.
If students need support, have them work in pairs. Encourage students to try to figure out the spelling changes. Give them a hint: Remember the patterns for paratives! The only one that they might be unsure of is hot: When the word has a CVC ( consonantvowelconsonant) pattern, double the last consonant and add est (or er or ing or ed...! Be sure to build on students' previous knowledge of this spelling rule.).
Go over the answers, first having students check the reading to find the superlatives. Then have individual students read them aloud. Answers
2. longest;
3. oldest; 5. latest; 7. hottest; 9. heaviest
Exercise 6
Purpose: to help students write sentences using superlatives
Direct students to the reading in Exercise 2. Ask students to find
examples of superlatives in the reading. Say Think about paratives.
When they pare two things in a sentence, they always have the word than; He's taller than his sister. What does a superlative always have?”
Give students a few moments to look at the reading and to answer.
Elicit or provide A superlative always has the word the before it. Ask students to point out examples of this in the reading: the oldest, the youngest, the tallest, the shortest, the heaviest, the strongest.
Direct students to the chart. Say Look at the chart. Read the information about the swimmers. What information does the chart give you?”After students have read the chart, elicit each swimmer's age, weight, and time. (You may need to explain that time”refers to how fast the swimmer swam, or the swimmer's results.) Ask What adjectives will you use to describe this information about the swimmers?”You may wish to have students e up with the adjectives in pairs, or elicit the answers from the entire class: old, heavy, fast. You may also elicit the opposites of these, to give students more adjectives to practise with: young, light, slow.
Say Now write sentences about the swimmers using superlatives”.
Monitor, offering help as needed. If students need support, have them work in pairs.
Speaking
Exercise 7
Purpose: to help students talk about classmates using superlatives
Direct students to the words in the box. Say With a partner, use the words to talk about your classmates, using superlatives”. If necessary, go over the superlative form of the words: the fastest, the funniest, the oldest, the strongest, the tallest, the youngest. Monitor, offering help as needed.
e together as a class and have individual students tell about their
classmates, using superlatives.
Have students volunteer to e to the front of the class and talk about their classmates.
Expansion: Keep Talking!
Note; Use this activity to give students more practice. Have students continue talking about their classmates, but this time, have them use paratives as well. Facilitate this by having each student write his or her name on a strip of paper. Put the papers in a bag or box, and have each student draw a name. In pairs, students can pare the two students whose names they drew. To continue the activity, have students brainstorm more adjectives they know. Write them on the board. Then have each student write his or her name on another strip of paper. Each pair should choose another name (or two names) from the bag, and then in pairs, pare the students using superlatives and the brainstormed adjectives.
Monitor, offering help as needed with vocabulary and ideas.。