Unit 1 Friendship Grammar 教学设计-2025-2026学年译林版八年级英语上册

该初中英语教学设计聚焦形容词比较级和最高级语法点，通过展示课本中描述朋友的例句激活学生已学形容词原级知识，搭建从原级到比较级、最高级的学习支架，自然导入语法主题。 这份资料以“规则讲解—课本练习—真实语境”分层推进，结合单元“友谊”主题设计“描述朋友”活动，提升学生语言运用能力。通过分析比较对象（两事物/三及以上）培养思维品质，记忆口诀和分层作业助力学习能力发展。实例丰富且可操作性强，能有效提升课堂效率，帮助学生掌握语法并增进同学情谊。

Unit 1 Friendship Grammar 教学设计 I. Teaching Objectives Knowledge Objectives Students master the formation rules of comparative adjectives and superlative adjectives, including regular changes (e.g., +er / +est, more / most) and irregular changes (e.g., good - better - best). Students can accurately use the comparative structure "comparative + than" and the superlative structure "the + superlative" to describe personal characteristics and differences between things. Ability Objectives Improve students' grammatical skills in recognizing and using comparative and superlative adjectives through completing textbook exercises. Strengthen students' ability to use comparatives and superlatives for expression in real contexts with classroom activities about describing friends. Affective Objectives Guide students to pay attention to the advantages of their classmates through the topic of "describing friends", and enhance mutual understanding and friendship among classmates. II. Language Knowledge 1. Key Words & Phrases No new core vocabulary is added; the focus is on the positive, comparative, and superlative forms of adjectives (e.g., funny - funnier - funniest; beautiful - more beautiful - most beautiful; good - better - best). 2. Key Sentences Comparatives: "Betty’s hair is longer than mine." "Max is more interesting than his classmates." Superlatives: "Betty is the most helpful person in our class." "Max is the tallest boy in our class." Grammar Rule Sentences: "We use comparative adjectives + than to compare two people or things; we use the + superlative adjectives to compare three or more people or things." 3. Key and Challenging Points Key Points: Master the formation rules of comparative and superlative adjectives (classification of regular changes and irregular changes). Challenging Points: Accurately distinguish and use comparatives (for comparing two things/persons) and superlatives (for comparing three or more things/persons) in contexts, especially the changes of multi - syllable adjectives and irregular adjectives. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in — Activate Prior Knowledge and Introduce Grammar (5 Minutes) Display descriptive sentences about Betty and Max from the textbook (e.g., "Betty’s hair is longer than mine." "Max is the tallest boy in our class."), and ask students: "What’s different in these sentences? Do you know the grammar points?" Guide students to observe words like "longer / tallest" and introduce the topic of "comparative and superlative adjectives". Quick Review: Ask students to list positive forms of adjectives they have learned, such as tall, short, funny, to lay the foundation for learning comparatives and superlatives. Step 2 Grammar Explanation (12 Minutes) Present Formation Rules Combine the "Work out the rule!" section in the textbook to explain the formation of comparative and superlative adjectives step by step: Short adjectives: Add +er / +est directly (e.g., long - longer - longest); add +r / +st for adjectives ending with a silent "e" (e.g., fine - finer - finest); change "y" to "i" and add +er / est for adjectives ending with "consonant + y" (e.g., tidy - tidier - tidiest); double the final consonant and add +er / est for monosyllabic adjectives with a stressed closed syllable (e.g., big - bigger - biggest). Long adjectives: Add more / most before multi - syllable adjectives (e.g., beautiful - more beautiful - most beautiful). Irregular adjectives: Emphasize them separately (e.g., good - better - best; bad - worse - worst). Use the blackboard or PPT to present a clear "Table of Comparative and Superlative Adjective Formation" to help students memorize. Explain Usage Differences Explain with examples: "The structure 'comparative + than' is used to compare two people or things; the structure 'the + superlative' is used to compare three or more people or things", such as "Max is taller than Simon. (for two people)" "Max is the tallest in the class. (for three or more people)". Step 3 While - activity (15 Minutes) Activity A: Categorizing Practice Ask students to complete Activity A in the textbook independently (categorize adjectives by pronunciation groups and write their comparative and superlative forms). Students check answers with their deskmates. The teacher selects typical adjectives (e.g., funny, beautiful, good) and asks students to go to the platform to explain the change rules to strengthen understanding. Activity B: Contextual Application Conduct Activity B in the textbook (fill in the blanks based on information about Daniel’s classmates), and emphasize "the application of comparatives and superlatives in real contexts". After completion, select 2 - 3 questions and ask students to analyze: "Why use 'shorter than' here? How about 'the tallest'?" Guide students to think logically based on "comparison between two / three or more". Step 4 Post - activity (8 Minutes) Activity C: Describe Friends Assign the task of Activity C in the textbook: "Use comparative and superlative adjectives to describe your friends’ looks and what they are good at.", such as "My friend Lily is taller than me. She is the best at drawing in our group." Students first think and write independently, then share in groups. Each group selects 1 - 2 representatives to present in front of the whole class. The teacher comments on the accuracy of grammar use. Step 5 Summary & Homework (5 Minutes) Summary (3 Minutes) Quickly review the formation rules of comparative and superlative adjectives (assist with a simple mnemonic: "Add er / est to short adjectives, match more / most with long ones; remember irregular changes well, use than for two comparisons, add the before superlatives, and use them for three or more"). Emphasize confusing points: "More cannot be used with the +er structure (e.g., more taller ×, taller √); the scope of comparison for superlatives should be judged based on the context". Homework (2 Minutes) Basic Practice: Correct mistakes in the textbook grammar exercises and organize the comparative and superlative forms of 5 groups of confusing adjectives (e.g., big - bigger - biggest; hot - hotter - hottest). Extended Task: Describe "My Favorite Season" with comparatives and superlatives, including at least 3 comparatives and 2 superlatives, with 50 - 80 words. IV. Assessment of Teaching Effectiveness Evaluate students' mastery of the formation rules of comparative and superlative adjectives through the correct answer rates of Activity A and B. Observe the accuracy and fluency of students' use of grammar for real expression in Activity C and group presentations to judge the effect of transforming grammatical knowledge into language skills. V. Design Purpose Step 1: Introduce new knowledge (comparatives and superlatives) with prior knowledge (positive forms of adjectives) to lower the learning threshold and activate classroom participation. Step 2: Explain formation rules and usage in layers, and combine the logic of "Work out the rule!" in the textbook to make grammar learning clear and systematic. Step 3: Rely on textbook exercises, from "recognition and classification" to "contextual filling", to gradually consolidate the grammar foundation; strengthen autonomous learning and knowledge internalization through deskmate answer checking and platform explanation. Step 4: Take "describing friends" as a real context to make grammar learning return to the essence of language application, respond to the unit theme of "Friendship", and promote the integration of affect and knowledge. Step 5: Mnemonic summary and hierarchical homework help students review and consolidate, extend grammar application to after - class, and realize the closed loop of "learning - practice - application". VI. Blackboard Design Unit 1 Grammar—Comparative & Superlative Adjectives I. Formation Rules 1. Short Adjectives: - General: +er / +est (long → longer → longest) - Ending with silent "e": +r / +st (fine → finer → finest) - Ending with "consonant + y": y→i + er / est (tidy → tidier → tidiest) - Stressed closed syllable: Double final consonant +er / est (big → bigger → biggest) 2. Long Adjectives: + more / most (beautiful → more beautiful → most beautiful) 3. Irregular Adjectives: good → better → best; bad → worse → worst II. Usage - Comparative + than → For two things/persons - The + Superlative → For three or more things/persons III. Homework 1. Organize changes of confusing adjectives 2. Describe "My Favorite Season" VII. Teaching Reflection Strengths: Through the hierarchical promotion of "rule explanation + textbook exercises + real context", most students can master the formation rules; Activity C is combined with the unit theme, making grammar learning more meaningful. Weaknesses: Some students still make mistakes in distinguishing between "multi - syllable adjectives + more / most" and "short adjectives + er / est"; during group presentations, individual students have grammatical errors that are not corrected in time. Improvements: In the future, "adjective classification quick answer games" can be added to strengthen rule memory; a "peer error correction session" can be set up after presentations to improve students' grammar discrimination ability. 学科网（北京）股份有限公司 $$