资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 3 To be a good learner (Grammar)
教科书 书名：《义务教育教科书·英语》八年级上册 出版社：译林出版社 出版日期： 2025年 7月
教学目标
通过本课时的学习，学生能够： 1.获取和梳理副词比较级、最高级及反身代词的基本形式特征、表达的意义和使用规则； 2.借助句群和短文语篇等不同层次的训练，巩固和内化副词比较级、最高级及反身代词的用法； 3.在描述自己和他人学习情况的情境中，正确运用副词的比较级、最高级及反身代词，提升对知识的综合运用能力，并和他人分享更多关于学习的经历和故事。
教学内容
1.教学重点： 学习副词的比较级和最高级以及反身代词的用法，包括其形式特征、表达的意义和使用规则。 2.教学难点： 在模拟真实的语境中，学生能综合运用核心语言谈论自己以及他人的学习经历和故事。
教学过程
Step 1 Revision and leading in Review and fill in Fill in the blanks according to the article about Benjamin Franklin. Compare and find out Compare the words in the blanks and find out the topic about comparative and superlative adjectives and adverbs. Review and fill in Review the rules of comparative and superlative adjectives in Unit 1. Think and fill in Think about the rules of comparative and superlative adverbs. (设计意图：以旧代新，引出本课话题；结合第一单元形容中比较级、最高级的相关语法知识，联想副词比较级、最高级的使用规则。) Step 2 Presentation - A. Comparative and superlative adverbs Read and compare Read three sentences and compare the reading speed of c, using “than+comparative adverbs” and “superlative adverbs+of/pare and complete Use the correct preposition to fill in the blank and compare the difference between of/among and in. Change the sentences with comparative adverbs into sentences with superlative adverbs. Read and find out Read the sentence and find out the difference between “any” and “any pare and find out Compare the three students’ reading speed in another way and find out the way to change adjectives into adverbs, as well as the way to form comparative and superlative adverbs. Review and conclude Compare the three students’ reading speed in another way and find out the way to change adjectives into adverbs, as well as the way to form comparative and superlative adverbs. (设计意图：从演绎到归纳，借助读、练、较、析，探究出副词比较级和最高级的构成规 则和句型特点。) Step 3 Practice - A. Comparative and superlative adverbs Complete Part A1, using comparative and superlative adverbs. Analyze and understand how to think actively. (设计意图：通过练习来巩固关于副词比较级和最高级的语法知识和使用规则；借助对“何 为积极思考”的解读，联系学生自身实际的同时，引出其途径之一“自主思考”，从 而自然过渡到本课时的第二板块“反身代词”。) Step 4 Presentation - B. Reflexive pronouns Think and fill in Think of as many reflexive pronouns as possible to fill in the table. Read and analyze Read and find the phrases with reflexive pronouns in the short article. Get the meanings of the phrases according to the context. Analyze and extend Show pictures to analyze the usage of reflexive pronouns and extend more sentence elements. Review and conclude Use a mind map to review and conclude the formation and usage of reflexive pronouns. (设计意图：从归纳到演绎再到归纳，借助表格、图片、思维导图等梳理反身代词的词形和用法，引导学生系统掌握其相关知识。) Step 5 Practice - B. Reflexive pronouns Read and complete Read the article and fill in the blanks in Part B1, using reflexive pronouns. Read and answer Read the article again and answer three questions to get more useful ways of learning,as well as the subjunctive mood with wish. (设计意图：通过练习来巩固关于反身的语法知识和使用规则；借助三个提问，引导学生 关注文本细节内容、虚拟语气以及总结关于有效学习的方法。) Step 6 Production Talk and share Talk about your own learning experiences in pairs, using reflexive pronouns as well as comparative and superlative adverbs, with the help of some relative contents and expressions. Share a sample Show the sample dialogue between Leo and Emma about their learning experiences. (设计意图：创设情境，给予话题内容和语言表达的支持，鼓励学生联系自身实际，灵活 应用本节课的语法知识和使用规则，谈论自己的学习经历，实现知识的内化和迁移。给 出的对话示范，旨在帮助学生进行对比和优化，为课后作业的布置进行性铺垫。) Step 7 Homework 1. Must do: Draw a mind map to review rules and usage of comparative and superlative adverbs as well as reflexive pronouns. 2.Choose to do: Write about your learning experiences, using at least five sentences, comparative and superlative adverbs as well as reflexive pronouns. (设计意图：借助思维导图，引导学生系统梳理和巩固本节课所学语法知识。在课堂对话 练习基础上，鼓励学生进行写作，实现进一步的迁移创新。)
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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