英语教学案例分析
英语教学案例分析【优秀14篇】
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中学英语教学实践案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，中学英语教学面临着新的挑战。
为了提高学生的英语水平，培养具有国际视野的人才，教师需要不断探索新的教学方法。
本文以某中学英语教师在实际教学中的一节课为例，探讨如何运用任务型教学法提高学生的英语听说能力。
二、案例描述1. 教学目标（1）知识目标：掌握有关旅游的词汇和短语，了解不同国家的旅游文化。
（2）技能目标：提高学生的听说能力，培养学生的合作意识。
（3）情感目标：激发学生对旅游的兴趣，培养学生的跨文化交际意识。
2. 教学内容（1）词汇：travel, tourist, culture, scenery, famous, etc.（2）短语：go on a trip, visit a place, enjoy the scenery, etc.（3）句型：What do you like to do during your vacation? I like to visit famous places. I enjoy the scenery very much.3. 教学过程（1）导入教师播放一段关于旅游的英文视频，引导学生观察并思考：What is the video about? What do you see in the video? 学生回答后，教师总结：The video is about traveling. There are many beautiful places in the world.（2）新课导入教师展示一张世界地图，引导学生谈论自己想去哪些国家旅游。
学生自由发言，教师根据学生的回答板书相关的国家名称和旅游景点。
（3）任务一：词汇学习教师带领学生学习新课词汇，并让学生用新学的词汇造句。
例如：I like to visit the Great Wall in China. I enjoy the scenery of the Yellow Mountains.（4）任务二：听说练习教师将学生分成四人一组，每组选择一个国家作为旅游目的地。
小学英语教育教学案例分析【3篇】
小学英语教育教学案例分析【3篇】小学英语教育教学案例分析1这学期我依然担任英语教学工作。
由于教学经验不足，我对教学工作从不松懈，认真学习英语组织教学方面的书籍，虚心向前辈学习。
经过一个学期的努力，获取了很多宝贵的教学经验。
以下是我在本学期的教学情况：教学就是教与学，两者是相互联系，不可分割的，有教者就必然有学者。
学生是被教的主体。
因此，了解和分析学生情况，有针对地教对教学成功与否至关重要。
从一开始我就认真研究学生，了解清楚学生的实际情况：一方面，农村的学生英语听，说的能力相对较弱，授课采用较深的全英教学，同学们还不能适应。
另一方面，但中等生占较大多数，尖子生相对较少。
因此，讲得太深，不照顾到整体，教学效果不会理想的。
从此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对学生学习效果有直接影响。
教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。
备课不充分或者备得不好，会严重影响课堂气氛和积极性，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。
虽然辛苦，但事实证明是值得的。
一堂准备充分的课，会令学生和老师都获益不浅。
为了上好每一节堂课，我都认真研究课文，为了令教学生动，不沉闷，我还为此准备了大量的教具，授课时就胸有成竹了。
教学效果十分理想。
相反，我没有认真备课的时候，课堂气氛沉闷，教学效果不好，与此相比可见，认真备课对教学十分重要。
特别是对英语这门学生不甚熟悉并感到困难的外语来说至关重要。
备课充分，能调动学生的积极性，上课效果就好。
但同时又要有驾驭课堂的能力，因为学生在课堂上的一举一动都会直接影响课堂教学。
上课内容丰富，现实。
教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。
所以，老师每天都要有充足的精神，让学生感受到一种自然气氛。
这样，授课就事半功倍。
回看自己的授课，我感到有点愧疚，因为有时我并不能很好地做到这点。
当学生在课堂上无心向学，违反纪律时，我的情绪就受到影响，并且把这带到教学中，让原本正常的讲课受到冲击，发挥不到应有的水平，以致影响教学效果。
英语教学案例分析范文6篇初中
英语教学案例分析范文6篇初中Effective English teaching in middle school is crucial for laying a strong foundation for students' language proficiency and future academic success. In this essay, we will examine six case studies that illustrate various approaches and strategies employed by skilled English teachers to engage and support their middle school students.Case Study 1: Integrating Technology to Enhance Engagement Mrs. Johnson, an experienced English teacher at a suburban middle school, recognized the importance of incorporating technology to captivate her students' attention and foster active learning. She began by introducing interactive whiteboard activities, where students could manipulate words, sentences, and grammatical structures on the board, enhancing their understanding of language concepts. Additionally, Mrs. Johnson utilized online educational platforms that provided personalized practice exercises and immediate feedback, allowing students to take ownership of their learning and progress at their own pace.The integration of technology not only increased studentengagement but also enabled Mrs. Johnson to differentiate instruction and cater to diverse learning styles. Students who struggled with traditional pen-and-paper exercises found the digital activities more appealing and accessible, while those who thrived on independent learning benefited from the self-paced nature of the online resources. The result was a more dynamic and inclusive classroom environment, where all students felt empowered to participate and succeed in their English studies.Case Study 2: Fostering Critical Thinking through Literature Circles Mr. Patel, a middle school English teacher in a diverse urban setting, recognized the importance of developing his students' critical thinking skills. He implemented a literature circles approach, where students were divided into small groups and assigned different roles, such as discussion leader, connector, and literary analyst. Each group was responsible for reading a selected work of literature and engaging in collaborative discussions to unpack the themes, characters, and literary devices.The literature circles not only encouraged active engagement with the text but also cultivated essential communication and problem-solving skills. Students learned to listen actively, express their ideas clearly, and consider multiple perspectives. Mr. Patel's role shifted from a traditional lecturer to a facilitator, guiding the discussions and prompting students to delve deeper into the literary analysis.The success of this approach was evident in the students' increased confidence in expressing their interpretations and the depth of their literary analysis. Additionally, the collaborative nature of the literature circles fostered a sense of community and camaraderie among the students, further enhancing their overall learning experience.Case Study 3: Integrating Authentic Cultural ExperiencesIn a middle school with a growing population of English language learners, Ms. Garcia recognized the importance of incorporating authentic cultural experiences into her English lessons. She collaborated with the school's diversity committee to organize cultural celebrations and invite guest speakers from various backgrounds to share their stories and traditions.During these events, students had the opportunity to engage with the English language in a meaningful and contextual manner. They learned vocabulary and expressions related to the featured cultures, participated in interactive activities, and gained a deeper appreciation for the diversity within their school community. The cultural experiences also served as a platform for students to practice their speaking and listening skills in a low-stress, authentic setting.The integration of authentic cultural experiences not only improvedthe English language proficiency of the English language learners but also fostered a greater sense of inclusion and understanding among all students. The cross-cultural exchange and exposure to diverse perspectives enriched the learning environment and contributed to the overall growth and development of the students.Case Study 4: Differentiated Instruction for Struggling Readers Mrs. Nguyen, a middle school English teacher in a high-needs district, recognized the diverse learning needs of her students, particularly those who struggled with reading comprehension. She implemented a multi-tiered system of support, where she provided targeted interventions and differentiated instruction to address the individual needs of her students.For students who required additional support, Mrs. Nguyen utilized research-based reading strategies, such as guided reading, vocabulary development, and explicit instruction in phonics and fluency. She also incorporated the use of audiobooks, text-to-speech software, and graphic organizers to help struggling readers access the content and actively engage with the material.Mrs. Nguyen's dedication to differentiated instruction paid off, as her struggling readers demonstrated significant improvements in their reading abilities and overall academic performance. The individualized attention and tailored support not only boosted theirconfidence but also instilled a love for reading and learning.Case Study 5: Integrating Project-Based LearningMr. Goldstein, a middle school English teacher in a suburban setting, recognized the importance of making the English curriculum more relevant and engaging for his students. He implemented a project-based learning approach, where students were tasked with creating multimedia presentations on topics of their choice, ranging from social issues to literary analyses.The project-based learning approach allowed students to take an active role in their learning, as they conducted research, synthesized information, and utilized various technological tools to present their findings. Mr. Goldstein provided guidance and feedback throughout the process, ensuring that students developed essential skills, such as critical thinking, problem-solving, and effective communication.The project-based learning activities not only enhanced the students' engagement and motivation but also fostered their ability to collaborate, think creatively, and apply their knowledge to real-world situations. The final presentations showcased the students' diverse talents and perspectives, further enriching the learning environment.Case Study 6: Integrating Interdisciplinary ConnectionsMs. Lim, a middle school English teacher in a STEM-focused school,recognized the importance of integrating interdisciplinary connections to make the English curriculum more relevant and meaningful for her students. She collaborated with her colleagues from the science, mathematics, and social studies departments to develop cross-curricular lessons and projects.For example, in a unit on persuasive writing, Ms. Lim worked with the science teacher to have students research and write persuasive essays on environmental issues. The students not only honed their English language skills but also deepened their understanding of scientific concepts and their real-world applications. Similarly, in a poetry unit, Ms. Lim partnered with the art teacher to have students create visual representations of their poems, fostering their creativity and artistic expression.The integration of interdisciplinary connections not only enhanced the relevance and depth of the English curriculum but also encouraged students to see the interconnectedness of different subject areas. This approach helped students develop a more holistic understanding of the world around them and the role of language in various disciplines.In conclusion, the six case studies presented in this essay demonstrate the diverse and effective strategies employed by skilled English teachers in middle school settings. From integratingtechnology to fostering critical thinking, incorporating authentic cultural experiences, differentiating instruction, implementing project-based learning, and making interdisciplinary connections, these teachers have created dynamic and inclusive learning environments that support the academic and personal growth of their students. The success of these approaches underscores the importance of continuous professional development, collaboration, and a student-centered approach to English language instruction in middle schools.。
小学英语教学10个案例分析
小学英语教学10个案例分析案例一：词汇教学本案例是通过游戏方式教授小学英语词汇的教学方法。
教师在课堂上使用了PPT和卡片游戏来引导学生研究新的单词。
通过游戏的趣味性，学生们更加积极主动地参与，提高了词汇记忆的效果。
案例二：口语训练本案例是通过角色扮演的方式进行小学英语口语训练。
教师组织学生分成小组，设定不同的情境，要求学生用英语进行对话交流。
通过模拟真实场景的方式，学生们得到了更多的实践机会，提高了英语口语表达能力。
案例三：听力理解本案例是通过音频材料进行小学英语听力理解训练。
教师播放录音文件，学生们在听音后回答问题。
通过反复听力练，学生们提高了听力技能，更好地理解英语语音和语调。
案例四：阅读训练本案例是通过阅读故事书进行小学英语阅读训练。
教师为学生选择适合水平的英文故事书，并引导学生阅读并理解故事内容。
通过阅读训练，学生们提升了阅读理解能力，扩大了词汇量。
案例五：写作指导本案例是通过写作指导提高小学英语写作能力。
教师引导学生写作英语日记，给予实时反馈和指导。
通过写作指导，学生们掌握了写作技巧，提高了英语写作水平。
案例六：语法讲解本案例是通过语法讲解提高小学英语语法掌握程度。
教师通过示意图和例句帮助学生理解英语语法规则。
通过语法讲解，学生们更好地掌握了英语语法知识，提高了语法运用能力。
案例七：互动研究本案例是通过互动研究提升小学英语综合能力。
教师组织学生进行小组活动、角色扮演等互动形式的研究。
通过互动研究，学生们锻炼了团队合作能力，增强了对英语的综合应用能力。
案例八：研究资源利用本案例是通过研究资源利用提升小学英语研究效果。
教师引导学生使用英语研究网站、研究软件等研究资源，提供丰富多样的研究材料。
通过充分利用研究资源，学生们主动探索研究，提高了研究效果。
案例九：评价与反馈本案例是通过评价与反馈帮助学生提高小学英语研究。
教师定期对学生进行英语研究成果评估，并及时给予反馈。
通过评价与反馈，学生们了解自己的研究进步，并针对性地进行调整和提升。
小学英语教学案例分析(共5篇)
小学英语教学案例分析（共5篇）第一篇：小学英语教学案例分析小学英语教学案例分析——《Animals》教材分析：本节课——《Animals》，是小学四年级的一堂英语课。
本节课所需课时为 1 课时，40 分钟；主要的学习内容就是课文中有关动物的单词和对话句型。
由于本课通过图片进行教学，为学生提供了比课本更生动更真实更丰富的资源，更容易引起学生的兴趣，也更容易激发与培养学生的想象力，使学生可以进行创新思维，打破传统教学的束缚，培养学生自主学习、自我创新的精神。
教学目标：培养学习英语的兴趣和运用语言的能力、学会有关动物的单词和句型、能用英语口语表达和表演小动物、从学习中体会保护动物、保护环境的人文精神。
学习者特征：学生对爱护动物保护环境这个主题很感兴趣，比较活跃。
教学过程：（1）教学策略：创设情境，在本课开始时设有角色扮演，在本课结束时设计了一个“动物模仿秀”来画龙点睛。
提出问题，提供大量的资源，指导学生自主学习，培养学生创新思维。
在最后的动物模范秀中，把全班分成六小组，创设协作学习的情境，让每组派一个学生扮演一种动物并用英语介绍自己。
（2）学生活动：课上积极参与回答问题、参与游戏等活动。
案例反思：小学生所学的英语材料一般比较简短、形式单一。
这要求我们在备课时尽可能地把这些语言材料放入各种能听、能看、能触摸的情景中去，使学生觉得一节英语课上学到的不仅有少量单词或一小段对话，还有一些能在许多场合用得上的富有生气的语言材料。
而这节课一开始就能给学生提供这样一个真实的语言情景，学生都能尝试着用英语表达自己的意愿，从而较好的掌握了这一句型。
在课堂上，教师对学生的学习结果随时给出评价反馈和指导。
课结束后，学生发表自己关于动物的问题和想法，教师给予解答、评价和定期总结。
本节课对学生表现的评价有以下几个方面：用英语回答问题、猜动物的英文名、上网找动物资料、制作电子贺卡、发送电子邮件、网上讨论区中发表的观点、与他人合作扮演某一种动物，表演时用英语对话.Internet 学习环境在英语口语教学中的应用的教学模式由六部分组成：眼观情境，自我练说，耳听他说，协作合说，互相评说、迁移练说。
高中英语教师教学案例分析范文6篇
高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。
英语教学案例分析最新7篇
英语教学案例分析最新7篇小学英语教学案例篇一一、歌曲演唱在进入课堂的节奏前，先让学生singasong:“ilikeapples”在优美的音乐伴随下，营造一个简便欢快的课堂气氛，拉近师生间的距离。
消除学生本有的压力感与紧张的心理。
这一环节能够提高学生的学习活力，自然而然地进入学习状态。
利用上述歌曲中的apple，教师能够复习一下前面所学的句型ilike...出示banana等几种常见的水果，ilikebanana.同是利用水果的颜色不相同来引出本节课要学习的颜色名称。
教师手中拿着一个苹果，一个香蕉，分别说：thisisaredapple.thisisayellowbanana.这样反复的说几遍，让学生领会其中的red、yellow的意思。
苹果是红色的，香蕉是黄色的，学生了解到是在学习有关颜色的知识，因为教师在重复强调着red、yellow。
就在这时候，我会采用课件展示七色彩虹来吸引学生更多的目光与兴趣。
情景是这样的-----“雨过天晴，天空中慢慢出现了一道道美丽的彩虹，很多小朋友都在观望这奇特的一目，之后在不一样的色彩上出现了英文单词red，yellow，blue?”二、新授过程learnthenewwords：red、yellow、blue、green、orange、purple?学习单词在某种状态下，会觉得没有意思，在课件的带动下进而学习单词，会产生很好的效果，我想此时学生的心境也是完美的，心境愉快学习起来就会有乐趣，有进取性，因些我会抓住学生的这种特点来教学的我设计了这样的环节，当彩虹中异常强调一种颜色时，我会立即拿出相应颜色的彩笔，在黑板上画下一种同学们所熟悉的事物，然后让学生明白，我所表达的是什么意思。
例如：学习单词red时，我会画一个红红的太阳，边画边说：“red，red，it’sred.反复教授几个之后，能够把画的权力交给学生，让他们发挥自我的想法说一说，画一画，这样做能够抓住学生的注意力，同时能够体现英语课堂中的欢乐、活跃气氛。
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英语教学案例分析
如果教好初中英语课堂教学，我们只有认真地反思我们的教育教学现状和我们的教学实践，才能不断地发现问题、分析问题、解决问题。
因此，科学的、有效的教学反思可以减少遗憾。
所以，好的教法是开展好教学活动的基本保证，在教学活动中善于总结，善于应用，才能不断地推进教学活动的开展。
教师要明确教学任务，熟悉教学内容，能够做到承上启下，准确授课。
不仅备教材，还要备学生，为准确制定目标奠定基础。
该“会运用”，就要能当堂运用，不能人为地降低或提高要求。
让学生在上课时就明确学习目标，使其学习有方向，激发其学习动机，调动其学习积极性，从而促进学生在以后各个环节里主动地围绕目标探索、追求。
案例片段(一)思考的问题：在单词教学中如何变单一为多样，变死板为生动?我在教授单词的过程中十分注重单词的使用语境，如在教授cook和cooker这两个单词的时候，我分别出示了几张图片(一些橱具和两位橱师)，让学生通过对图片的直观感知，从第一印象开始就对他们有一个清晰而明确的认识，从而避免了对这两个词汇的混淆。
然后再通过
“He is a good cook，he has a lot of cookers．”这样的例句加深学生对他们的理解和运用。
教学反思：新目标(人教版)的教材词汇量大，单词长，生僻词较多，自然也就增加了教学的难度，但我们又必须让学生掌握，否则难以适应教材的要求。
那么我们该采取什么方式来教学单词呢?美国学者埃克斯雷指出：“能够引起学生学习兴趣的方法就是最好的方法。
”实践证明，拼图法，数字游戏，单词接龙游戏，小歌诀，顺口溜等传统教学方法并不过时，教师再辅以现代化的教学手段，借助图片，课件。
动漫等手段，真正达到重情景，重趣味．重运用，使单词具有语言的意义，使其在特定的语境中被引出，这样既便于学生理解，印象也深刻，从而达到学以致用的效果。
在英语教学中适时地加入这些美味的“作料”，无疑是一种优化组合的创新，它不但能极大地激发学生的学习兴趣，更能提高学生的学习积极性。
案例片段(二)思考的问题：如何把英语对话教学引入到生活中，达到学以致用?中国学生的英语学习现状是往往学习了几年。
甚至是十几年的英语，还不能开口说英语，而只能纸上谈兵。
我在教学中十分注重学生对对话的理解和运用，但在实际的操作中效果并不理想。
如我
在教授：
Sandra：Hi，Gina!
Gina：Hi，Sandra!How’s it going?
Sandra：I。
m in France．Ifm calling to see how you are．
Gina：Oh。
thanks!
Sandra：How’it going?
Gina：Pretty good!I'm just doing my homework．How
are you?
Sandra：Great!I'm with my pen pal．She’s from Paris．
We ale having lunch．
Gina：Cool!How’s the weather there?
Sandra：Great!Hot and sunny．How‘s the weather in
Shanghai?
Gina：Also hot．And really humid．
这个对话，在第二天提问时。
学生的背诵情况很好，但当我要求他们重新组织一个对话时，效果不尽人意。
要么两人一组的搭配不合适，按照固定的座位进行操练，有的搭配过于悬殊。
开展不了对话；要么只会运用近期的知识点，稍微久远的就遗忘。
1．问题之源起
学生迸行一个单元的知识整理作业。
之前的预习虽然也给了除了要求，但是考虑到学生是初学者，学习能力还不够强，对整理作业的要求不高。
整理时只要他们整理出新学的单词、词组、旬捌和语法知识即可，并没有对整理到什么程度作出细致的要求。
机缘巧合，同事由于接班。
对其班级的整理作业进行了新的要求，非常详细，具体到名词要分出可数不可数，形容词要给出比较级、最高级，动词要给出其第三人称单数、进行时、过去式等.考虑到这个单元刚好学习形容词的比较级和最高级形式，而且之前已经对这个知识点有了初步的学习．我决定也从这个单元开始对他们的事理进行细致的系统的要求。
因此，一次系统的整理
作业出炉了。
但就是这次作业却让我得到了意想不到的收获，让我对初中英语教学又有了新的认识。
真正体验到了“教学相长”的涵义。
问题出现在第二天的作业批改中。
在我进行批改之前。
同事张老师已经开始批改，她碰到了疑问，就问我：“honest的比较级是加-er呢还是用more呢？opposite呢?”我快速的思考了一下。
然后在电脑上进行查询，很快确定了honest 的比较级是用more+opposite等部分形容词没有比较级。
但是因为自己在做别的事情，就没有进行进一步思考：哪些形容词没有比较级，为什么没有。
发现几乎所有的学生在形容词这个部分把本单元的形容词整理进去以后，非常想当然的写下了
“opposite—more opposite—the most opposite”．我开始认真考虑这个问题，并希望能够给出一个系统的确切的解答。