Unit 4 How Can I Get There？Reading and Writing II 教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 4 How Can I Get There? Period 3 Reading and Writing Ⅱ Teaching Analysis 【Textbook Analysis】 This period focuses on grammar: comparative and superlative forms of adjectives and adverbs. The grammar is presented in the context of comparing transport modes, linking directly to the unit theme. Examples are drawn from the reading passages, providing authentic language input. 【Student Analysis】 Students have been exposed to comparative structures in previous units and in the reading texts. They may understand the basic concept but need systematic practice in form, meaning, and use. The topic of transport provides a relevant and engaging context for practice. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Understanding and forming comparative and superlative adjectives/adverbs. 2.Using “than” in comparative sentences. 3.Using comparatives to express preferences in real-life contexts. Teaching Difficulties: 1.Irregular forms (good/better/best). 2.Using “much/a lot/far” to modify comparatives. 3.Choosing between comparative and superlative in context. 1. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to form comparative and superlative adjectives/adverbs correctly. 2.Students will be able to use comparative structures to compare different means of transport. 3.Students will be able to write sentences using comparatives and superlatives to express opinions. 1. 1. 【Process & Methods】 Through inductive grammar discovery, contextualized practice, pair work dialogues, and guided writing, students will internalize grammar rules and apply them in meaningful communication. 【Affect, Attitude & Values】 To build confidence in using comparative structures accurately. To encourage logical thinking and clear expression of preferences. To connect grammar learning to real-life decision-making. Procedure Design 步 骤 教 学 活动 设 计 意 图 Step 1: Grammar Discovery · · Present example sentences from the reading texts. · · Guide students to deduce rules for forming comparatives and superlatives. · To engage students in inductive learning. Help them notice grammar patterns in context. Step 2: Structured Practice · Identify and categorize comparative/superlative sentences from the text. · · Fill in tables to reinforce form recognition. · To reinforce form and provide controlled practice. Develop analytical skills. Step 3: Form & Meaning Practice · Sentence rewriting using comparatives/superlatives. · · Add intensifiers (much, a lot, far) to comparatives. · To practice accuracy and expand expression. Develop sentence manipulation skills. Step 4: Communicative Practice · Pair dialogues: Compare two transport modes using comparatives. · · Class performance: Share dialogues. · To move from form to meaning. Develop fluency and speaking confidence in a meaningful context. Step 5: Writing Consolidation · Write a short paragraph comparing two transport modes, using at least three comparative/superlative structures. · To consolidate grammar through writing. Encourage personalized and creative language use. Assessment & Reflection 【Assessment】 Formative: Accuracy in sentence rewriting, participation in pair dialogues. Summative: Quality of written paragraph (correct use of comparatives/superlatives). 【Reflection】 Grammar lessons can become dry if not contextualized. Using transport as a theme keeps it relevant. Provide ample examples and encourage peer correction. Ensure students understand when to use comparative vs. superlative. Use visual aids (charts, diagrams) to support rule clarification. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $