Unit 2 Wonders of nature-C Grammaring 教学设计 2024-2025学年沪外教版英语七年级下册

该初中英语教学设计聚焦比较级与最高级的语法知识，围绕自然奇观主题展开，通过图片导入激发兴趣，由浅入深构建学习支架：从单个形容词变化规则到具体语境中的正确使用，再延伸至真实文本阅读与写作输出，形成“感知—理解—应用—创造”的完整语言实践链条。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在导入环节借助世界自然奇观图片引导学生描述和比较，既锻炼语言表达能力，又渗透对自然之美的欣赏，增强文化意识；在阅读活动中要求学生圈画并分析比较结构，提升思维品质中的分析与判断能力；写作任务则鼓励学生用所学句型介绍自己喜爱的自然景观，实现知识迁移与个性化输出。教师可直接套用此设计，省时高效，学生参与度高，真正实现“学中用，用中学”。

Unit 2 Wonders of nature-C Grammaring 1. Content Overview This lesson in Unit 2 “Wonders of nature - C Grammaring” focuses on the grammar points of comparatives and superlatives. It aims to help students master the formation and usage of comparatives and superlatives to describe and compare natural wonders and various things related to nature. Through a series of examples, exercises, and activities, students will learn how to use “-er/-est” and “more/most...” correctly in different contexts. 教学目标 2.1 Knowledge Objectives Students will be able to understand the concept of comparatives and superlatives. They can correctly form the comparative and superlative forms of adjectives and adverbs, including regular and irregular ones. Students will learn to use comparatives to compare two things or people, and superlatives to compare three or more things or people. 2.2 Ability Objectives Develop students' ability to describe and compare natural wonders and other objects using comparatives and superlatives in oral and written English. Enable students to analyze and judge which form (comparative or superlative) should be used in specific situations. Improve students' reading and writing skills by applying the grammar knowledge in relevant texts. 2.3 Emotional Objectives Stimulate students' interest in learning grammar through interesting examples related to nature. Foster students' awareness of observing and appreciating the beauty of nature, as they describe natural wonders using grammar knowledge. 教学重难点 3.1 Key Points The formation rules of regular comparative and superlative forms of adjectives and adverbs: For one - syllable adjectives and adverbs, add “-er” for the comparative form and “-est” for the superlative form (e.g., high - higher - highest). For one - syllable adjectives and adverbs ending in “-e”, just add “-r” for the comparative form and “-st” for the superlative form (e.g., large - larger - largest). For adjectives and adverbs ending in “-y”, change “-y” to “-i” and then add “-er” for the comparative form and “-est” for the superlative form (e.g., dry - drier - driest). For one - syllable adjectives and adverbs ending in a vowel + consonant, double the consonant and add “-er” for the comparative form and “-est” for the superlative form (e.g., big - bigger - biggest). For adjectives and adverbs with two or more syllables, use “more” for the comparative form and “most” for the superlative form (e.g., beautiful - more beautiful - most beautiful). The usage of comparatives with “than” to compare two things, and the usage of superlatives with “the” to compare three or more things. The irregular comparative and superlative forms of some common adjectives and adverbs, such as “good - better - best”, “bad - worse - worst”, “many/much - more - most”. 3.2 Difficult Points Helping students distinguish between the usage of “more/most” and “-er/-est” correctly, especially when dealing with some adjectives and adverbs with two syllables which can use either form (e.g., clever - cleverer/more clever - cleverest/most clever). Making students understand how to use comparatives and superlatives accurately in complex sentences and real - life communication situations. Teaching students to use the correct form of the verb when using comparatives and superlatives in sentences. 4.1 Comparative Forms Regular forms: Adjective/Adverb + -er (for one - syllable words) More + Adjective/Adverb (for words with two or more syllables) Irregular forms: Good - better Bad - worse Many/Much - more Little - less Far - farther/further 4.2 Superlative Forms Regular forms: Adjective/Adverb + -est (for one - syllable words) The most + Adjective/Adverb (for words with two or more syllables) Irregular forms: Good - best Bad - worst Many/Much - most Little - least Far - farthest/furthest 4.3 Usage Comparatives are used to compare two things or people. The structure is: Subject + verb + comparative form + than + the other thing/person. Example: The Yangtze River is longer than the Yellow River. Superlatives are used to compare three or more things or people. The structure is: Subject + verb + the + superlative form + in/of... Example: Mount Qomolangma is the highest mountain in the world. 教学过程 5.1 Lead - in (5 minutes) Show students some pictures of famous natural wonders around the world, such as the Grand Canyon, the Great Barrier Reef, and the Sahara Desert. Ask students: “Look at these pictures. Can you describe these natural wonders? Which one is more magnificent? Which one is the most amazing in your opinion?” Encourage students to express their opinions briefly, leading to the topic of comparing things, thus introducing the grammar focus of this lesson - comparatives and superlatives. 5.2 Presentation (10 minutes) Write some simple sentences on the blackboard, such as: The apple is big. The watermelon is bigger. The flower is beautiful. The rainbow is more beautiful. The dog runs fast. The cheetah runs faster. The weather today is bad. The weather yesterday was worse. Explain the formation rules of comparatives one by one according to these examples. For one - syllable adjectives and adverbs, show how to add “-er”. For adjectives and adverbs with two or more syllables, show how to use “more”. Also, point out the irregular form like “bad - worse”. Then, write another set of sentences: The elephant is the biggest animal on land. The Nile is the longest river in the world. This is the most interesting story I have ever heard. He is the best student in our class. Explain the formation rules of superlatives. For one - syllable adjectives and adverbs, show how to add “-est”. For adjectives and adverbs with two or more syllables, show how to use “the most”. Also, mention the irregular form “good - best”. Use aPPTto display more examples and formation rules in an organized way for students to have a clearer understanding. 5.3 Practice (15 minutes) Oral Practice: Divide students into pairs. Give each pair a set of pictures of different natural features (e.g., two mountains with different heights, three waterfalls with different widths). Ask students to make comparative and superlative sentences according to the pictures. For example: “Mountain A is higher than Mountain B. Mountain C is the highest of the three.” Walk around the classroom, listen to students' conversations, and give guidance and corrections when necessary. Written Practice: Hand out a worksheet with various exercises. The exercises may include: Filling in the blanks with the correct comparative or superlative forms of the given adjectives and adverbs. Rewriting sentences using comparatives or superlatives. Choosing the correct form from the given options. For example: The sun is （bright）______ than the moon. This book is （interesting）______ than that one. He is the （tall）______ boy in our class. The weather in spring is （good）______ than that in winter. Let students finish the exercises individually first, and then check the answers together in class. Explain the reasons for each answer. 5.4 Consolidation (10 minutes) Reading Activity: Provide students with a short passage about natural wonders, which contains a lot of comparative and superlative sentences. For example: “Among all the natural wonders, the Grand Canyon is one of the most famous. It is deeper and longer than many other canyons. The colors of the rocks in the canyon change with the sunlight, making it even more beautiful. The Great Barrier Reef is also a remarkable natural wonder. It is larger than any other coral reef system in the world. The creatures living in the reef are more diverse and colorful than those in many other marine areas.” Ask students to read the passage carefully, underline all the comparative and superlative sentences, and then analyze the usage and formation of these grammar forms in the passage. After that, ask some students to retell the main content of the passage using their own words, trying to use comparatives and superlatives as much as possible. Writing Activity: Ask students to write a short paragraph to compare two or more natural wonders they know. They should use at least three comparative and superlative sentences in their writing. Give students some hints, such as the names of natural wonders, their features (size, height, beauty, etc.). After students finish writing, ask several students to read their paragraphs aloud in class. Give praise and suggestions for improvement. 5.5 Summary and Homework (5 minutes) Summary: Review the key points of comparatives and superlatives with students, including the formation rules and usage. Ask students to recall the main content of this lesson and share what they have learned. Homework: Ask students to find more information about a natural wonder they like. Write a short article introducing this natural wonder, and use at least five comparative and superlative sentences to describe it. Encourage students to draw a picture related to the natural wonder they write about and attach it to their article. 教学反思 In this lesson, the use of pictures in the lead - in part effectively attracted students' attention and aroused their interest in the topic. However, in the future, more real - life video materials can be added to make the introduction more vivid. During the presentation of grammar rules, the combination of blackboard writing andPPTwas helpful for students to understand. But some students still seemed a little confused about the usage of “more/most” and “-er/-est” for two - syllable words. In the next class, more specific exercises and explanations should be designed for this difficult point. The pair - work and group - work activities in the practice part provided students with more opportunities to speak English. But some students were still a little shy and did not actively participate. Teachers need to encourage these students more and create a more relaxed and friendly atmosphere. In the reading and writing activities of the consolidation part, students showed different levels of performance. For students with weaker English skills, more guidance and step - by - step teaching methods should be used in the future to help them improve. Overall, this lesson achieved most of the teaching objectives, but there is still room for improvement in teaching methods and student engagement. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $