英语八年级上册（2013秋审查）Module2 Science and technologyUnit 4 Inventions教学ppt课件

课题名

Lesson 2 - grammar and writing

教学目标

- Ss will review comparative and superlative adjectives.

- Ss will learn and practice using 4 irregular adjectives.

- Ss will learn expressions which are used to compare people, places, events or things, when there is no difference.

- Ss will learn to use diagrams to help us think.

教学重点

- Rules and use of comparative and superlative adjectives.

- Help Ss how to think while writing.

教学难点

- Ss know how to use 4 irregular adjectives properly.

- Ss usually struggle on what to write. Which is because they have no clue. Teach they use diagrams to think broader.

教学准备

- Print flying car images.

教学过程

1. Warm up (3-5 mins)

Review: PPT 4-13

Practice comparative and superlative adjectives Ss learned.

2. Grammar(15 - 20 mins)

We will learn a few adjectives which don’t follow the rules we learned in previous lessons.

1. 4 irregular adjectives: “good”, “bad”, “far” and “little” (PPT 15-18)

 - Show Ss the comparative and superlative for these words, and give examples.

- Discuss more about farther/ further.
We use “further” when talking about figurative or nonphysical distance.

  We use “farther”when talking about physical distance.
In the PPT, a funny humor cartoon helps students to remember the difference.

2.  More Usage:
   - comparative + and + comparative  （PPT 19）

When we want to say the trend of a status. We can use this structure.

Examples:
The tree grows taller and taller.

Every day it gets worse and worse.

She looks more and more beautiful.

- much + comparative (PPT 20)

  Use ‘much’ to modify and intensify comparative adjectives.

3. Useful Expressions ( PPT 21)
   In some useful expressions, comparative adjectives were used but they have special meaning. T can talk about these for advanced students.
   worse comes to worse.  万不得已

It's the worse of the worse.   这是糟糕的情况。

Worse of all, ...   更糟糕的是

further more, ... 而且；此外

go further 进一步做；进一步说；更多地给

last but not least    最后但同样重要的

at least  至少

4. as ...as (PPT 22)

When we compare people, places, events or things, sometimes, there is no difference. “as...as” used to compare things that are of similar proportion.

Example Sentences:

Samuel is as intelligent as Mark.

My father just as handsome as his son.

The weather this winter is as bad as last year.

He is as tall as his sister.

In these sentences, the adjectives don’t change its form.

5. the same as  (PPT 23)
   We also can use this expression to express two objects have no difference.
6. not as... as / not the same as ( PPT 24 )

  On the contrary, we can add “not” at the front.

3. Writing (20-25 mins)

Objective: Ss write an imagined things.

1. Structure  ( PPT 26 )

This is also a kind of descriptive article. Ss can use the structure we learned before: (review the structure)

- topic sentence: tells what your article is about. It gives the main idea or thesis of the article. Here, we can let readers know what we are going to talk about and our opinion.

- body:       The body of your article is where you explain or tell about your topic/main idea. This section is made up of 3 or more sentences. These sentences give examples, facts, pinions, or descriptions that you explain.

- closing sentence: The conclusion is the last sentence to wrap up.

2. Use tools to help us think.

Talking about imagined things. Since it’s not real in the world, It’s hard for us to imagine or think. We usually don’t have any clue to write. Here are tools to help us.

1. Images (PPT 27, 28)
   Since the invention is new, it’s hard to imagine from scratch. An image can help students start to think.
   T can use a printed image. Brainstorm and discuss:
   - What do they see in the image?
   - Is there anything new they wish to have if this product is a real one in our life?
   - Compare to existing similar products. What are the differences ?
   - Does this imaged thing have any advantage?
   - Do Ss have any new idea that this image couldn’t show?

   T writes down all the keywords Ss prompt. If students cannot tell, use the PPT 30 as your own idea and discuss with students.

Separate Ss in groups. Ss decide their group’s topic, and main ideas.

b. Spider diagram: Use spider diagram to broader our thought. We can use it in different ways. (PPT 29-30)

Teacher can draw the spider diagram on the blackboard. We can talk about two ways:
1) . PPT 29, in the center, is the “invention” we are going to write about.  First, we can use 5W1H strategy. Think of some WH questions when we see the invention. Such as, what’s the shape is it? What is the invention for?  How to use it? What makes it special? Each question could be the next level on in the diagram. Then, based on the question, we answer the question creatively. And make a sentence for your idea, writing the sentence next to the question.

2). PPT 30, what we are going to write about is still at the center. During brainstorming process, we come out with a few ideas. We can use these ideas, and write them into the bubbles at the next level. Then, based on the ideas, think of possible solutions, or how does your invention do can make the idea come true. Or, any special design, maybe the shape, color, or technology with “numbers” can better explain your idea. Make them into sentences, and write next to the idea.

Again, discuss in groups. Based on their ideas, Ss raise questions and try to answer their question creatively. Or come out with some special function to make your idea come true. Write down one fact in one sentence next to the idea of the spider diagram. These will be your materials, the facts.

c. Venn diagram: (PPT 31)

If we want to make it easier for readers to understand your invention. It would be great if you can compare your invention with some real thing in our life.

We can use the Venn diagram to list out what we are going to compare. T can draw a Venn diagram on the blackboard.

PPT 31, our invention is a flying car. In our real life, we have cars. We use cars because we need to go a longer distance, and we hope we can get to the place faster.  Compare with my flying car,

-  I wish the flying car can be faster. 

-  I wish it’s easy to control.

-  Maybe it’s more expensive. (but this not relevant to our topic.)

-  We have trouble with the traffic jam by using common car. If our car can fly. If you drive your car, you will love it.

-  The common cars use petrol, which will release pollution. We can use solar energy to save the earth.

-  We might think that our common cars are comfortable. But this is  not a supportive fact. We don’t have to use this fact.

Venn can help us to describe our invention more vividly.

During the process, T can also help Ss identify what information is relevant to the topic.

Once again, discuss in groups. Compare their invention with existing things (can be existing products, or animals). Write down whatever you want to compare. Decide if this is relevant to the topic.

d. Learn from the example on text book.( PPT 32)

First sentence:

- tells readers what is your invention.

Main idea:

- fast

- convenient

- green

Supportive fact 1:

- describes how the flying car looks like, the shape, and the speed.

- The number of top speed explains why my flying car is fast.

Supportive fact 2:

- explains why my flying car is convenient.

- tells readers the flying car’s function with a “number”.

- explains voice control function.

- uses “as ... as ” to make this paragraph sound vividly.

T explains we can see “ number” in the article make the fact more convincing. “Number” is an important kind of fact. Ss can try to use “number” in their articles.

Supportive fact 3

- The flying car uses clean energy, that’s why it is green.

Closing sentence

- shows author’s expectation. Ss can use different kinds of closing. They can conclude their ideas in different ways.

e. Group work (if time permitted)
Ss can use the topic we brainstormed, the detail and facts we figured out. Based on the structure, try to write their own article in the group.

f. Review Rubrics. PPT 33

Exchange articles for group review based on the rubrics.

4. Summary(5 mins)

1. Learned special adjectives which have special comparative and superlative form.
2. How to compare people, places, events or things, when there is no difference.
3. We also learned how to write an article by using diagrams. Diagrams can help us figure out the topics, and relevant facts.

板书设计

- Print out the imagined flying car (or another things Ss may like).

- Draw the spider diagram and the Venn diagram on the blackboard. Model the thinking process.

课后作业

- Write your own “My flying car”or use the method to describe an invention in your mind.

教学反思

        Can Ss award the tricky area in learning grammar?

        Can Ss understand the structure?

        Do they sense the writing process?

        Can Ss be able to think by using tools?