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Unit3 Section A Grammar Focus (3a-3c)教学设计
I. Theme Analysis (Based on New Curriculum Standards)
This lesson belongs to the "Grammar Knowledge" sub-theme under "Language Knowledge". It focuses on helping students understand and use adjective comparatives (formed by -er or more...) and equal comparisons (as...as) in contexts. Students will learn to compare things or people by analyzing the information about Guangzhou and Vancouver, which develops their ability to use grammar in real communication.
II. Core Literacy Goals
Language Ability: Students can recognize, understand and use adjective comparatives (e.g., taller than, more beautiful than) and equal comparisons (as...as) correctly. They can complete sentences using the target structures based on charts.
Cultural Awareness: By comparing Guangzhou and Vancouver in population, area, climate, etc., students can broaden their international vision and learn about different cities' cultures and geographical features.
Thinking Quality: Students can develop logical thinking by observing and summarizing grammar rules. They can also improve analytical and reasoning skills when comparing information.
Learning Ability: Students can master the learning strategy of "observing—summarizing—using—transferring" to enhance their independent and cooperative learning abilities.
III. Teaching Key and Difficult Points
Key Points: Master the forms, meanings and uses of adjective comparatives (regular and irregular changes) and equal comparisons (as...as). Use these structures correctly in contexts.
Difficult Points: Distinguish the semantic differences between comparatives and equal comparisons. Use the target structures flexibly in complex contexts (e.g., multi-dimensional information comparison).
IV. Teaching Methods and Learning Methods
Teaching Methods: Situational Teaching Method , Task-based Teaching Method, Demonstration Method
Learning Methods: Observation Method , Inductive Method, Cooperative Learning Method
V. Teaching Procedures (In Table Form)
Teaching Sections Teacher's Activities Students' Activities Design Purposes
Warm-up Show some pictures of people or things students are familiar with (e.g., "Who is taller ", "Who runs faster ") and guide them to express comparison relationships in simple English. Observe the pictures and try to express comparisons in English to activate their prior knowledge about comparison expressions. Create a relaxed atmosphere, introduce the topic of "comparison" naturally and lay the groundwork for new lessons.
Grammar Perception 1. Present the example sentences in Grammar Focus. Guide students to observe the bold comparative structures and discuss their form features (ending with -er or using more + adjective) in groups. 2. Present the example sentences with "as...as" structure. Guide students to observe its form and meaning (meaning "the same as..."). 1. Observe the example sentences and discuss in groups to summarize the forms of adjective comparatives. 2. Analyze the form and meaning of "as...as" structure and clarify its usage. Cultivate students' independent observation and induction abilities, and help them initially build a grammar knowledge framework through exploration.
Grammar Explanation 1. Explain the regular changes of adjective comparatives (add -er directly, add -r with e ending, change y to i and add -er when ending with consonant + y) and irregular changes (e.g., good-better), as well as the formation of "more + multi-syllable adjectives". 2. Explain the usage of "as...as" structure (use the positive degree in affirmative sentences, can mean "not as...as" in negative sentences) with example sentences. Listen carefully, take notes and understand the details of grammar rules with the help of example sentences. Help students master grammar knowledge systematically and break through the difficulties in understanding rules.
Consolidation Practice (Section 3b) Assign the exercise task of 3b. Guide students to use the words in the brackets to write question-and-answer sentences according to the example structure. Patrol and guide, and explain typical plete 3b exercise independently, write question-and-answer sentences using the target grammar structures, and then check and communicate with deskmates. Consolidate the usage of comparatives and "as...as" structure immediately and improve the accuracy of language use.
Contextual Application (Section 3c) Present the comparison chart of Guangzhou and Vancouver. Explain the information in the chart (population, area, rainfall, temperature, etc.), then assign the sentence completion task and guide students to complete it in groups. Cooperate in groups, analyze the chart information, complete the sentences using words like "large, small, much, warm, cool" and target grammar structures, and then present in class. Create a real cross-cultural comparison context. Let students improve the flexibility and comprehensiveness of grammar use and develop cooperative ability while integrating and expressing information.
Expansion and Transfer Design an expansion task: Let students choose two cities (or people, things) they are familiar with, compare them from multiple dimensions, and write a comparative description using the grammar structures learned in this lesson. Choose the comparison objects independently, write an expanded composition using the target grammar, and then share and communicate. Realize the transfer and application of grammar knowledge and improve students' ability to use grammar in real-life situations.
Summary Guide students to review the forms and uses of adjective comparatives and "as...as" equal comparisons learned in this lesson, and emphasize the key and difficult points. Participate in the review, sort out the knowledge context and clarify the learning gains. Help students form a systematic knowledge system and strengthen the learning focus.
Homework Assignment 1. Complete the relevant follow-up exercises in the textbook. 2. Collect comparison phenomena around you and describe them in English (at least 5 sentences, including comparatives and "as...as" plete the homework after class to further consolidate grammar knowledge and expand the language use scenarios. Extend the learning time and space, combine grammar learning with real life, and improve comprehensive application ability.
VI. Teaching Reflection
Successes
The teaching is carried out in the logic of "perception—induction—explanation—practice—application—transfer", which conforms to students' cognitive law of grammar learning and effectively achieves the core literacy goals.
The situational creation (comparison between Guangzhou and Vancouver) is close to life and has cultural connotations. It not only stimulates students' learning interest but also cultivates cross-cultural awareness.
The task design is hierarchical, from basic exercises to expansion and transfer, meeting the learning needs of different students and improving the grammar application ability of all students.
Areas for Improvement
More interactive grammar games (e.g., "Grammar Solitaire", "Comparative Guessing") can be added to make grammar learning more interesting and improve students' participation.
For students who are not proficient in using grammar rules, personalized tutoring should be provided after class, and targeted layered exercises (e.g., basic grammar filling, advanced contextual writing) should be designed.
Multimedia technologies (e.g., grammar animations, online grammar evaluation tools) can be used to enhance the intuitiveness of grammar explanation and the immediacy of feedback, and improve teaching efficiency.

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