Unit4 Section A Grammar Focus（4a-4d）教学设计 2025-2026学年人教版八年级英语下册

Unit 4 The Wonders of Nature

Grammar Focus (4a-4d)

学段

初中

年级

八

课型

语法课

课时

3

学科

English

单元

主题分析

本单元属于“人与自然”范畴，涉及“世界主要国家的名称、地理位置与自然景观”子主题内容，围绕“自然奇观”这一核心主题展开，引导学生探索人类与自然之间的联系，旨在帮助学生通过学习地理事实、比较著名地点、运用大数字描述自然现象，最终理解并表达人与自然的情感及精神联结，体现了从语言学习到自然意识培养的综合教育目标。

文本解读

What:本课是人教版新版八年级下册第四单元The Wonders of Nature的第三课时语法课，本课主要学习如何描述和比较自然景观的特征。 学生通过阅读句子和短文，接触并理解一系列用于比较的形容词和副词（如 biggest, deepest, farthest, taller, as well as），同时练习读写大数字，掌握与面积、长度、高度等相关的表达。

Why:本课旨在培养学生用英语准确描述和比较地理事物与现象的能力，其意义在于引导学生关注自然世界，理解地理数据的表达方式，并学会运用比较级和最高级来突显事物的特征与差异。学生不仅能巩固语言知识，还能增强对自然奇观的认知，激发探索世界的兴趣和保护自然的意识。

How:本课通过阶梯式任务引导学生掌握比较的表达与数字的运用。 首先，通过圈画和划线活动辨识比较级和最高级词汇；其次，进行数字的读写转换练习，巩固大数字的表达；接着，在语篇填空任务中综合运用形容词、副词及其比较形式完成描述；最后，通过设计并提问比较性问题（如“What is the highest...?”），在真实对话中迁移运用所学语言，实现从理解到输出的完整学习过程。

学情分析

1.已有知识经验

学生已初步学习过形容词、副词的比较级和最高级的基本构成（及部分不规则变化。对自然地理主题有一定背景知识，知晓部分世界著名自然奇观（如长江、撒哈拉沙漠）的名称和基本特点。

2.潜在学习难点

对于“万”以上级别的英文数字的读法、书写转换（英文与数字形式）反应可能较慢，容易出错。

3.教学支持建议

设计快速读数、听数写阿拉伯数字、看数字说英文等互动活动，针对大数字进行专项强化练习。

教学目标

语言

能力

Students will be able to accurately understand, pronounce, and use comparative and superlative forms of adjectives and adverbs (eg, bigger, the biggest, more slowly, the most loudly).

文化意识

Students will recognize and appreciate significant natural wonders of the world and China (eg, the Yellow River, the Taklimakan Desert, Victoria Falls), understanding their cultural or historical importance.

思维品质

Students will develop analytical and comparative thinking skills by identifying, describing, and contrasting the key attributes (size, length, depth) of different geographical features.

学习能力

 Students will cultivate the ability to transfer learned language structures (comparatives, interrogatives) to new contexts and topics for extended communication.

教学

重难点

教学重点

Students will be able to correctly read, write, and comprehend large numerical data related to geographical features.

教学难点

Students will construct and use interrogative sentences for making comparisons.

教学过程设计

教学环节

教师活动

学生活动

设计意图

Step 1

Lead-in

1.Teacher plays a series of short, distinct audio clips (eg, roaring waterfall, strong wind in a desert, bubbling deep ocean, flowing river, birds on a mountain).After playing each one, asks: “Where do you think we are? ”

2.Teacher shows a single slide with four pictures corresponding to the sounds and asks: “Which one sounds the most powerful? Which one seems the most mysterious? Why?”

3.Teacher introduces the mission: “Today your mission is to become Comparison Experts — learning how to describe and compare these amazing places using special language and numbers.”

1.Students listen carefully to each sound, guess the natural environment, and explain their reasoning in simple English or key words.

2.Students match the sounds to the pictures and express personal opinions about the wonders.

3.Students respond enthusiastically to the mission statement.

导入以 “神秘声音挑战” 为核心，旨在快速营造悬念感和探索氛围。摒弃常见的图片或视频直接导入，抓住学生注意力，并自然激活他们关于自然场景的已有知识和词汇。猜测地点的任务开放性强，无论学生语言水平如何，都能用单词或短句参与，为全班尤其是基础薄弱的学生创造了安全的开口机会。

Step 2

Presentation

Work on 4a

1.Teacher directs students to look at the sentences in 4a and models the first one: "Look at 'the biggest desert'. 'Biggest' compares all deserts in the world. It's a superlative adjective. Circle it." Then asks students to work individually or in pairs to find and circle other comparing adjectives and underline comparing adverbs.

2.Teacher asks some students to share their findings and writes the base form and comparative/ superlative forms in a table on the board. Guides students to notice the "-er/-est" rule and the irregular forms.

3.Teacher leads students to work in small groups to discuss and conclude the definition,structure and usage of the comparative/ superlative.Teacher monitors and gives guidance if needed.

4.Teacher invites several groups to share their result, then teacher gives a summary about the rules and lets students take notes.

1.Students work individually or in pairs to identify and mark comparative/

superlative words in 4a.

2.Students share answers and participate in formulating the grammar rules by observing the board.

3.Students discuss the rules of the comparative/ superlative.

4.Students share their results and take notes.

本阶段旨在引导学生自主发现并归纳核心语言点。任务4a采用同伴合作探究模式，让学生从例句中主动感知比较级和最高级，教师随后进行梳理和强化规则，体现了“发现学习”。

Step 3

Practice

Exercises

After learning the knowledge points about the comparative/ superlative,

teacher shows some exercises through PPT.

单项选择题。

1.The Sahara is ________ desert in the world.

A.big        B.bigger

C.the biggest  D.more big

1.Students finish the exercises about the comparative/ superlative on PPT.

教师通过PPT展示相关练习，趁热打