Unit 1 Friendship (Grammar)教学设计 -2025-2026学年译林版（2024）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的构成及用法，以“朋友”为主题串联教学。课堂导入通过教师描述自身好友的外貌（tall, long）和品质（helpful, cheerful）形容词，激活学生已知形容词知识，再过渡到教材中Betty与Max的比较级、最高级例句，结合表格归纳构成规则，搭建从具象描述到抽象语法规则的学习支架。 此资料亮点在于情境化与素养融合。以“朋友”真实语境贯穿始终，Production环节“班级超级lative奖项”活动让学生用比较级、最高级描述同伴，提升语言运用能力。归纳规则培养思维品质，小组讨论“择友观”引导价值判断，分层作业（写作教师描述、采访同学）发展学习能力。助力学生掌握语法并深化友谊认知，为教师提供高效情境化语法教学范例。

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 Unit1 Friendship (Grammar) 教科书 书 名：《英语》教材八年级上册 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. 在谈论朋友的语境中，获取和梳理形容词比较级和最高级的形式特征和表意功能，归纳和总结形容词比较级和最高级的构成方法和使用规则； 2. 借助表格和句群的分层联系，深入理解和体会形容词比较级和最高级的表意功能，巩固和内化其用法； 3. 在描述朋友外貌特征和特长的情境中，正确运用形容词比较级和最高级，深入理解友谊的内涵，梳理正确的择友观。 教学内容 教学重点： 1. 在谈论朋友的语境中，获取和梳理形容词比较级和最高级的形式特征和表意功能，归纳和总结形容词比较级和最高级的构成方法和使用规则； 2. 借助表格和句群的分层联系，深入理解和体会形容词比较级和最高级的表意功能，巩固和内化其用法； 3. 在描述朋友外貌特征和特长的情境中，正确运用形容词比较级和最高级，深入理解友谊的内涵，梳理正确的择友观。 教学难点： 1. 学生能够归纳和总结形容词比较级和最高级的构成方法和使用规则； 2. 学生能够模拟真实语境，运用形容词的比较级和最高级来描述自己的同伴。 教学过程 Step 1 Introduction 1. Have students read the teacher’s descriptions of her best friend. She is tall. Her hair is long. (looks) She is helpful. She is ready to help others any time. She is also a cheerful person. She always encourages me to keep trying. (qualities) 2. Make a summary: Adjectives are often used to describe people or things. Step 2 Presentation 1. Have students read the sentences about Betty and Max with comparative adjectives on page 12. Betty’s hair is longer than mine. (looks) Max is more interesting than his classmates. (qualities) Ask and answer: (1)What are these words in bold? They are comparative adjectives. (2) How do we use comparative adjectives in the sentences? Rule 1: We use comparative adjectives + than to compare two people or things. 2. Have students read the sentences about Betty and Max with superlative adjectives on page 12. Max is the tallest boy in our class. (looks) Betty is the most helpful person in our class. (qualities) Ask and answer: (1)What are these words in bold? They are superlative adjectives. (2) How do we use superlative adjectives in the sentences? Rule 2: We use the+ superlative adjectives to compare three or more people or things. 3. Have students read the table and the first two tips on page 12 and complete the following chart. 4. Have students read the table on page 12 again and complete the following chart by working out the rules for forming comparative and superlative adjectives. 5. Have students read the third tip on page 12 and pay attention to the words with two syllables to which we can add either -(e)r/-(e)st or more/most. Step 3 Practice 1. Have students finish Part A on page 13. 2. Have students finish Part B on page 13. Step 4 Production 1. Have students compare themselves with their best friend from some aspects such as looks, qualities and abilities. 2. Have students give their best friend a class superlative award. 3. Have students finish Part C on page 13. 4. Have students discuss the following question in groups: What attracts people to their friends, looks, qualities or abilities? Step 5 Homework (Compulsory homework) 1. Write about your favourite teacher, using comparative and superlative adjectives from looks, qualities and abilities. 2. Finish the exercises on Students’ Worksheet. (Optional homework) Have an interview with 2-3 classmates on "Who is the most helpful classmate?" and summarize their views, using comparative and superlative adjectives. 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。 学科网（北京）股份有限公司 $