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第 3 课时 Section A Grammar Focus(3a-3c)
一、教学目标
1.能够识别和使用形容词和副词的最高级形式。
2.理解并应用形容词和副词最高级的变化规则。
3.在实际语境中正确使用形容词和副词最高级。
二、核心语言知识
1.核心词汇:
单词:
land;rose;butterfly;wing;weigh;believe
短语:
a symbol of hope and long life;thousands of;take a walk
2.核心句式:
(1)The blue whale is the largest and the heaviest animal in the world.
(2)The biggest land animal in the world is the African elephant.
(3)The cheetah runs the fastest among all land animals.
(4)I think the most useful plant in the world is bamboo.
(5)It is perhaps the most interesting plant in the world.
3.教学重难点:
(1)形容词、副词最高级的构成方式,包括规则变化和不规则变化。
(2)最高级常见句式结构。
三、教学过程
学习活动 效果评价
从学生的课堂反应来看,
◆Step 1 Lead-in
Play a video about the world's most extreme landmarks,such as the 视频播放时学生注意力
tallest building,the deepest ocean trench,the longest Great 高度集中,对提问积极回
Wall,etc.After the video ends,ask students:What did you see in the 应,多数学生能尝试用简
video?Can you describe them in English?Guide students to try 单英语描述看到的事物,
describing the characteristics of what they saw in English,thereby
成功地引发了学生对课
introducing the topic of superlative adjectives and adverbs.
程内容的兴趣。
设计意图:播放世界之最的视频,旨在通过极具视觉冲击力的画面,迅速吸引学生的注意力,
激发他们的好奇心和学习兴趣。以直观的方式呈现最高级概念的实例,帮助学生在脑海中
初步构建对 “最高级” 的感性认知,从而自然地引出本节课的主题。
◆Step 2 Presentation
Work on 3a 教师观察学生是否能通
1.Students read the sentences in 3a,observe the bold words,and
过观察加粗单词总结出
then guide them to summarize the rules for forming the superlative
最高级的构成规则,并观
adjectives and adverbs.
察其对规则变化和不规
2.The teacher explains the rules for forming the comparative and
则变化的理解与记忆情
superlative forms of adjectives and adverbs,and supplements with
the superlative forms of irregular adjectives and adverbs. 况,并检查学生整理语法
3.Demonstrate how to use the superlative adjective and adverb 的情况。
correctly through example sentences.
设计意图:通过引导学生自主发现规律、系统讲解规则变化及补充不规则变化,并结合例句
展示,帮助学生全面掌握最高级的构成与使用,提升其语言归纳与应用能力。
◆Step 3 Practice 教师观察学生独立完成练
Work on 3b and 3c 习的情况,评估其对最高1.Students independently complete the exercises in 3b and 3c
while the teacher makes rounds to provide guidance. 级形式的掌握程度和运用
2.Randomly ask students to answer,and then correct the answers 能力。
collectively.
设计意图:通过独立练习和巡视指导,帮助学生巩固所学知识,培养其自主学习能力;通过提
问和集体订正,及时纠正错误,强化正确用法,确保学生扎实掌握最高级形式。
◆Step 4 Pair work
教师观察学生是否能正确
1.Ask students to describe their favourite animals,plants or other
运用最高级形式描述事
things using superlative adjectives or adverbs.
物,评估其语言表达能力
2.Students work in pairs and share their ideas with each
和在实际应用中对最高级
other.The teacher selects several groups to come to the stage and
share their ideas. 的掌握程度。
设计意图:通过描述和分享活动,帮助学生将最高级应用于实际语境,提升其语言表达能力
和沟通技巧,同时通过小组合作和上台展示增强学生的参与感和自信心。
板书设计
Unit 4 Amazing Plants and Animals
第3课时 Section A Grammar Focus(3a-3c)
一、形容词和副词的最高级的变化规则:
变化规则 示例
一般情况,在词尾
tall—tallest short-shortest
加-est
以字母e 结尾的
nice—nicest large—largest
词,在词尾加-st
重读闭音节词尾只
有一个辅音字母
big—biggest hot—hottest
时,先双写该辅音
字母,再加-est
以 “辅音字母
+y” 结尾的双音节
happy—happiest busy—busiest
词,先把“y”改为
“i”,再加-est
部分双音节词和多
音节词,在词前加 beautiful—most beautiful expensive—most expensive
most
good/well—best bad/badly—worst many/much—most little—
不规则变化
least far—farthest/furthest
二、形容词和副词最高级的用法:
(1)主语+谓语+ one of the+最高级+名词复数(+范围),意为“……是(……中)最……的之
一”。
English is one of the most important languages.英语是最重要的语言之一。
(2)主语+谓语+ the+最高级+ of/in…(比较范围),意为“……之中,……是最……的”。若“范
围”是与主语同范畴的词,用of;若为不同范畴的词,则常用in。
This picture is the best in the hall.这幅画是大厅里最好的。
Jim is the most outgoing of us all.吉姆是我们大家中最外向的。
(3)主语+谓语+ the+序数词+形容词的最高级+名词单数+ in…,意为“……是……中第
几……”。
Hainan is the second largest island in China.海南是中国的第二大岛。
The Yellow River is the second longest river in China.黄河是中国第二长河。
(4)疑问词(Which/Who)+(名词+)谓语+ the+最高级,A,B or C?意为“A、B、C哪个最……?”
Which city is the biggest,Beijing,Shanghai or Tianjin?课堂评价
作业布置
必做:
1.Summarize the differences between the comparative forms of and superlative forms of
adjectives and adverbs.
2.Construct a sentence using a superlative adjective or adverb.This sentence should describe the
“most” thing in a certain field that you think,such as the biggest,the fastest,the tallest,etc.
选做:
Create a “World's Greatest”poster and describe it using superlative adjectives or adverbs.
教学反思
在本节课的教学中,通过引导学生讨论世界之最引入了最高级概念,成功激活了学生的
已有知识,为深入学习奠定了基础。通过观察学生自主总结最高级的变化规则和参与练习
的情况,大部分学生能够较好地掌握规则变化,但在不规则变化的记忆和实际运用中仍存在
一些困难。
