Unit 3 Same or Different-Section A 1a-1e 教学设计 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦比较级词汇与句型，通过展示双胞胎、动物等对比图片引导观察异同，搭建从感知特征到运用比较表达的学习支架，衔接词汇学习与句型运用。 特色在于活动设计融合核心素养，热身图片激发分析比较思维，听力分层训练提升信息提取能力，pair work创作对话锻炼语言表达与合作策略，作业结合生活实际促进知识迁移。流程清晰且含反思建议，助力教师高效教学，学生提升比较表达与思维能力。

Unit 3 Same or Different-Section A 1a-1e This section from Unit 3 "Same or Different?" in the People's Education Press (2024) English textbook for Grade 8 focuses on the theme of comparing people and things. It starts with introducing new vocabulary related to personality traits and abilities, such as "outgoing", "shy", "lazy", "loud", "hard - working", "perform", "solve", etc. The listening materials in 1b - 1d are designed to help students practice listening for specific information about comparisons. And 1e encourages students to make their own comparisons based on the information they've heard. The whole section aims to build students' foundation in using comparative forms to describe and compare, which is crucial for further language learning and daily communication. 教学目标 Students will be able to master the pronunciation, spelling and meaning of new words and phrases, like "compare", "shy", "lazy", "loud", "outgoing", "hard - working", "perform", "solve", "be different from", "have in common", etc. Students can understand and correctly use comparative sentence patterns, such as "A is + comparative form + than B" (e.g., "Ella dances better than Emma.") and "A is as + positive form + as B" (e.g., "I am as hard - working as Ella."). 教学重难点 A. Key Points The learning and application of new vocabulary. Students need to firmly grasp the meaning and usage of these words to describe people's characteristics and perform comparisons. The structure and usage of comparative sentence patterns. It is essential for students to be proficient in using these patterns to express comparisons accurately. B. Difficult Points The correct formation of comparative forms, especially for some irregular adjectives and adverbs (e.g., "good - better", "bad - worse", "many/much - more"). Students may make mistakes in the spelling and usage of these irregular forms. Helping students to use comparative sentence patterns flexibly in real - life situations. Some students may find it difficult to apply what they have learned in textbooks to daily conversations. A. New Words compare /k m pe (r)/v. compare A with B 把 A 与 B 作比较;compare A to B 把 A 比作 B (常用于比喻);compared with/to 与…… 相比 shy / a / adj. shy - shyer/shier - shyest/shiest, antonym: outgoing lazy / le zi/ adj. lazy - lazier - laziest loud /la d/ adj. & adv. loud - louder - loudest; adverb form: loudly outgoing / a t / adj. more outgoing - most outgoing hard - working / h d w k / adj. more hard - working - most hard - working perform /p f m/ v. performance n. solve /s lv/ v. solution n. B. Phrases be different from 与…… 不同 have in common 有共同之处 be afraid of (doing) sth. 害怕(做)某事 take part in 参加 as...as... 像…… 一样 C. Sentence Patterns Comparative Structure: A + be + comparative form + than + B e.g., He is taller than his brother. Choice Question: Which/Who + 比较级,A or B? e.g., Which is more interesting, the movie or the book? “as...as...” Structure: A + be + as + positive form + as + B e.g., She is as smart as her sister. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous pairs of people or things, such as twins with different looks or two similar - looking animals with different habits. Ask students: "What do you see in these pictures? Can you find any similarities or differences?" Encourage students to express their opinions freely. B. Presentation (10 minutes) Vocabulary Teaching Write the new words on the blackboard or show them on the PPT. Read the words one by one, and let students repeat after the teacher, paying attention to the pronunciation. Explain the meaning and usage of each word briefly. For example, when teaching "compare", show some examples on the PPT: "Compare this book with that one, and you will find which is better." Do a quick word - matching activity. Write some definitions on one side of the blackboard and the new words on the other side, and ask students to match them. Introduction of Comparative Sentence Patterns Use the pictures shown in the warming - up part. Point to two pictures and say: "Look at these two girls. One is tall, and the other is taller. We can say 'The girl on the right is taller than the girl on the left.' " Write this sentence on the blackboard. Explain the structure of the comparative sentence pattern "A is + comparative form + than B". Then give some more examples and ask students to repeat. Introduce the "as...as..." structure in a similar way. Use examples like "This box is as big as that one." to help students understand. C. Listening (10 minutes) Pre - listening Show the pictures in 1a on the PPT again. Ask students to look at the pictures and predict what the conversations might be about. Let students read the words and phrases in 1a, and briefly explain the meaning of any new or difficult ones. While - listening Play the recording for 1b. Ask students to listen carefully and tick the locations where the conversations take place. After the first listening, check the answers with the whole class. Play the recording for 1c. This time, ask students to listen and number the pictures in the order they hear. Check the answers. For 1d, play the recording one more time. Students listen and match the characters with the correct descriptions. Then check the answers together. D. Practice (12 minutes) Pair Work Ask students to work in pairs. They can choose one of the conversations in 1d as a model. Then they make their own conversations, comparing two people or things they know, using the new vocabulary and sentence patterns. Walk around the classroom to offer help and guidance. Encourage students to be creative and use as many different words and expressions as possible. Group Reporting Select some pairs to come to the front of the classroom and report their conversations to the whole class. After each pair finishes, ask other students to give some comments, such as what they did well and what could be improved. E. Summary and Homework (8 minutes) Summary Summarize the key points of this class together with the students, including new vocabulary, sentence patterns, and listening skills. Write the main points on the blackboard. Ask students if they have any questions or difficulties about what they have learned today. Answer their questions. Homework Ask students to write a short passage comparing themselves with one of their friends. They should use at least 5 sentences with comparative forms. Ask students to review the new words and sentence patterns learned today and preview the next part of the unit. 教学反思 After this class, overall, most students showed active participation in classroom activities. The warming - up activity effectively aroused students' interest and prepared them for the following learning. In vocabulary and grammar teaching, through vivid examples and explanations, students seemed to have a basic understanding. However, during the practice part, some students still had problems with the correct formation of comparative forms, especially for irregular ones. Also, a few students were a bit shy to speak in front of the class during pair work reporting. In future teaching, more targeted exercises on irregular comparative forms should be designed. And for those shy students, more encouragement and individual guidance are needed to build up their confidence in speaking English. 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $$