Unit 3 Same or Different Section B 1a-1e 教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit 3 Same or Different-Section B 1a-1e This section focuses on the topic of friendship, specifically discussing the similarities and differences between friends. It helps students further understand how to use comparative forms to describe and compare people. Through a series of activities such as discussion, listening, and speaking, students are guided to think about the nature of friendship and respect the differences among friends. The content includes new words like "difference", "alike", "mirror", etc., and important sentence patterns for expressing similarities and differences. 教学目标 1. Knowledge Objectives Students will be able to master the new words and phrases related to friendship similarities and differences, such as "difference", "alike", "mirror", "interest", "novel", "sense", "humour", "opinion", "less", "be similar to", "be different from", etc. Students can correctly use comparative forms to talk about the similarities and differences between themselves and their friends. 2. Ability Objectives Improve students' listening ability to capture key information about friends' similarities and differences in the listening materials. Develop students' speaking ability to express their own views on friendship similarities and differences fluently and accurately. Cultivate students' thinking ability to analyze and compare the characteristics of different people. 3. Emotional Objectives Guide students to understand that friends can be either similar or different, and they should respect and appreciate these differences. Help students establish a correct view of friendship, emphasizing the importance of trust, respect, and mutual support in a friendship. 教学重难点 Master the new vocabulary and phrases related to friendship similarities and differences. Skillfully use sentence patterns such as "be similar to" and "be different from" to describe and compare. Understand the main ideas of the listening materials about friendship and extract relevant information. 1. New Words difference /ˈdɪfrəns/n. 差异 alike /əˈlaɪk/adj. & adv. 相像的；相似地 mirror /ˈmɪrə(r)/n. 镜子 interest /ˈɪntrəst/n. 兴趣；v. 使感兴趣 novel /ˈnɒvl/n. （长篇）小说 sense /sens/n. 感觉；意识 humour /ˈhjuːmə(r)/n. 幽默（=humor） opinion /əˈpɪnjən/n. 意见；看法 less /les/adj. & adv. 较少的（地）；更少的（地） straightforward /ˌstreɪtˈfɔːwəd/adj. 坦率的；简单的 honest /ˈɒnɪst/adj. 诚实的；老实的 direct /daɪˈrekt/adj. 直接的；v. 指导；导演 similarity /ˌsɪməˈlærəti/n. 相似之处 friendship /ˈfrendʃɪp/n. 友谊 metre /ˈmiːtə(r)/n. 米（=meter） prince /prɪns/n. 王子 character /ˈkærəktə(r)/n. 人物；角色；性格 pauper /ˈpɔːpə(r)/n. 贫民；乞丐 exchange /ɪksˈtʃeɪndʒ/v. & n. 交换 accident /ˈæksɪdənt/n. 意外事件 expect /ɪkˈspekt/v. 期待；预料 2. Phrases be similar to 与…… 相似 be different from 与…… 不同 thanks to 多亏；由于 make a mistake 犯错 by accident 偶然；意外地 care about 关心；在意 reach for 伸手去够 lend (sb.) a hand 帮助（某人） 3. Sentence Patterns Are you similar to or different from your friends? In what ways are you similar or different? Some people think that friends should be alike, but some other people think that friends should be different. A true friend reaches for your hand and touches your heart. 教学过程 1. Lead - in (5 minutes) Greet the students and show two pictures of well - known pairs of friends (for example, Tom and Jerry or some real - life celebrity friends with obvious differences or similarities). Ask students: "Look at these pictures. What do you think of their friendship? Are they similar or different?" Encourage students to express their initial views. Then, ask students to think about their own friends and briefly share one similarity or difference between them and their friends. This can quickly engage students in the topic of friendship similarities and differences. 2. Pre - reading (10 minutes) Work on 1a Present the statements in 1a on the screen: "A good friend _ a. has cool clothes. _ b. is talented in music. _ c. likes to do the same things as me. _ d. is good at sports. _ e. truly cares about me. _ f. makes me laugh. _g. is a good listener." Let students read these statements individually and rank them according to what they think is most important in a friend (1 is the most important). After students finish ranking, ask them to share their rankings and reasons in pairs. Walk around the classroom to listen to their conversations and offer necessary guidance. Select several pairs to share their opinions with the whole class. This activity can stimulate students' thinking about the qualities of a good friend and lay a foundation for further discussion about friendship similarities and differences. 3. While - reading (15 minutes) Work on 1b First, introduce the two people in the reading passage, Matt and Diana, and their friends briefly. Then, ask students to read the passage quickly and find the name of Matt's and Diana's friends. At the same time, ask them to underline the topic sentence of each passage. After students finish reading, check the answers together. The name of Matt's friend is Peter, and the name of Diana's friend is Lisa. The topic sentence of Matt's part could be something like "My best friend Peter and I have a lot in common, but we also have some differences." And for Diana's part, it could be "Lisa is my best friend. We are similar in some ways, but different in others." Next, ask students to read the passage again carefully and match each person with their opinions. For example, Matt may think friends should have similar interests, while Diana may think it's good to have a friend who is different in personality. Let students discuss in groups to ensure they understand the details of the passage. Finally, call on some students to report their matching results and explanations. This reading activity can train students' ability to quickly extract key information and understand the main ideas of the text. 4. Listening (10 minutes) Work on 1c and 1d Before playing the recording, let students look at the chart in 1c. Explain that they will listen to a conversation about Molly and Mary and their best friends, and they need to fill in the chart with information about how they are the same as and different from their best friends. Play the recording for the first time. Students just listen and get a general idea of the conversation. Play the recording for the second time. Students listen carefully and fill in the blanks in the chart. After they finish, play the recording one more time for students to check their answers. Then, work on 1d. Let students listen to the conversation again and answer the detailed questions in 1d, such as "How is Molly different from her best friend?" and "What are the similarities between Mary and her best friend?" Check the answers together and ask some students to read out the relevant sentences in the conversation. This listening activity can improve students' listening skills and their ability to capture specific information about friendship similarities and differences. 5. Post - listening and speaking (5 minutes) Work on 1e Based on the information in 1c and 1d, ask students to talk about Molly and Mary and their best friends in pairs. They can start with sentences like "Molly studies harder than her best friend." or "Mary and her best friend are both tall." Walk around the classroom to monitor their conversations. Offer help if students have difficulties in expressing themselves. Select several pairs to share their conversations with the whole class. This speaking activity can help students consolidate the knowledge they have learned from listening and reading and improve their oral expression ability. 6. Summary (3 minutes) Summarize the key points of this class with students. Review the new words, phrases, and sentence patterns related to friendship similarities and differences. Emphasize the importance of respecting differences in friendship and the positive aspects that both similarities and differences can bring to a friendship. 7. Homework (2 minutes) Ask students to write a short passage about their best friend, including the similarities and differences between them. They should use at least three new words and two sentence patterns learned in this class. Encourage students to think more deeply about friendship and share their written work with their friends next class. 教学反思 After this class, overall, students showed a certain level of enthusiasm for the topic of friendship. The activities such as discussion in 1a and reading in 1b effectively mobilized students' thinking. However, there were still some areas that need improvement. In the listening part, some students had difficulty in quickly catching the key information, especially when the speakers spoke a bit fast. In the future, more listening training with different speeds and more relevant pre - listening guidance should be provided. For example, before listening, more detailed predictions about the content can be made to help students better prepare for the listening task. When students were speaking in 1e, some students still had problems with grammar, especially in the correct use of comparative forms. This indicates that more practice in grammar application in real - life communication situations is needed. Maybe role - play activities with more specific requirements for grammar use can be designed in the following classes. In terms of guiding students to understand the nature of friendship, although some discussions were carried out, it may not be deep enough for some students. In future teaching, more real - life examples or in - depth case studies can be introduced to help students better understand the importance of respecting differences and the various factors that can contribute to a good friendship. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$