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

Unit 3 Same or Different-Section B 3a-3c 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 friendship and the similarities and differences between friends. It consists of three main parts: 3a, 3b, and 3c. In 3a, students are presented with two posts expressing different opinions about whether friends should be similar or different. This provides them with sample texts to understand the topic from different perspectives. 3b requires students to think about their best friends and write down two similarities and two differences, which helps them apply the knowledge of comparatives in a practical context. Finally, 3c asks students to write a post answering the question “Should friends be similar or different?” This task encourages students to organize their thoughts, express their own opinions, and write a short composition. 教学目标 Students will be able to master key vocabulary related to friendship and personal traits, such as “similar,” “different,” “fact,” “opinion,” “reach,” “touch,” etc. They will review and be proficient in using comparatives to describe the similarities and differences between people. Students will understand the structure and language features of writing a post to express opinions. 教学重难点 Help students understand the different opinions about friendship presented in 3a. Guide students to correctly use comparatives to describe similarities and differences between friends in 3b and 3c. Teach students how to structure and write a post expressing their own opinions clearly in 3c. 1 Key Vocabulary similar (adj.): like sb./sth. but not exactly the same. e.g. My new dress is similar to the one you have. different (adj.): not the same as sb./sth. e.g. We have different hobbies. different→differently (adv.)→difference (n.) fact (n.): sth. that is known to have happened or to be true. e.g. In fact, he is a very kind person. opinion (n.): what sb. thinks about sth. e.g. In my opinion, friends should trust each other. reach (v.): to stretch out your hand in order to touch, hold or pick sth. e.g. She reached for the book on the shelf. touch (v.): to put your hand, finger, etc. on sb./sth. e.g. A true friend reaches for your hand and touches your heart. 2 Grammar - Comparatives Review Formation: For most one - syllable adjectives, add - er. e.g. tall - taller, short - shorter. For adjectives ending in - e, add - r. e.g. nice - nicer. For one - syllable adjectives ending in a consonant + vowel + consonant, double the final consonant and add - er. e.g. big - bigger, hot - hotter. For adjectives ending in “辅音字母 + y”, change y to i and add - er. e.g. happy - happier. For most two - syllable and all multi - syllable adjectives, use “more + adjective”. e.g. beautiful - more beautiful, outgoing - more outgoing. Usage: To compare two people or things. e.g. Tom is taller than Jack. With “than” to show the difference. e.g. She runs faster than me. “as + adjective + as” to show similarity. e.g. My bag is as big as yours. “not as/so + adjective + as” to show dissimilarity. e.g. This book is not as interesting as that one. 教学过程 1 Lead - in (5 minutes) Greet the students and start the class. Show some pictures of good friends doing different activities together, such as playing basketball, studying, or traveling. Ask the students: “What do you think makes a good friendship? Are friends usually similar or different?” Let a few students share their initial thoughts. 2 Pre - reading (8 minutes) Write some words on the blackboard related to personal traits, like “outgoing,” “shy,” “hard - working,” “lazy,” “funny.” Divide the students into pairs. Ask them to discuss and describe their partners using these words. For example, “My partner is more outgoing than me.” After a few minutes, invite some pairs to share their descriptions with the class. Then, introduce the topic of the reading: “Today, we are going to read two posts. The authors are sharing their opinions about whether friends should be similar or different. Let's see what they think.” 3 While - reading (12 minutes) Give out the handouts with the two posts from 3a. Let the students read the posts quickly for the first time to get the general idea. Ask the students to answer the question: “What are Matt's and Diana's opinions about friends?” Let them raise their hands to answer. Matt thinks friends should be different. He believes differences can make him better, and they should respect each other's differences. Diana doesn't really care if her friends are similar or different. She thinks a true friend reaches for your hand and touches your heart. Let the students read the posts again carefully. This time, ask them to underline the key sentences that support the authors' opinions. After they finish reading, have a group discussion. Each group discusses the following questions: “What are the advantages of having similar friends according to the posts?” “What are the advantages of having different friends?” “Do you agree with Matt or Diana? Why?” Each group selects a representative to share their group's discussion results with the class. 4 Post - reading (10 minutes) Transition to 3b. Ask the students to think about their best friends. Give them a few minutes to write down two ways in which they are similar and two ways in which they are different, using comparatives. Walk around the classroom to offer help if needed. After they finish writing, ask the students to share their answers with their deskmates. Encourage them to ask follow - up questions, like “Why do you think you are more hard - working than your friend?” Select several students to share their similarities and differences with the whole class. Write some of the good sentences on the blackboard. 5 Writing (10 minutes) Introduce the writing task in 3c. Explain to the students that they are going to write a post answering the question “Should friends be similar or different?” Provide them with a simple writing framework: Introduction: Start with a general statement about friendship, like “Friendship is an important part of our lives.” Then, pose the question “Should friends be similar or different?” Body: Write your opinion. If you think friends should be similar, give reasons and examples. For example, “I think friends should be similar because we can share the same hobbies. My friend and I both like reading novels, so we often talk about the books we've read.” If you think friends should be different, do the same. Conclusion: Summarize your view, such as “In conclusion, whether friends are similar or different, the most important thing is to understand and support each other.” Let the students start writing. Walk around the classroom to monitor their writing process, correct grammar mistakes, and offer suggestions on vocabulary and sentence structure. After they finish writing, ask the students to exchange their posts with their partners. They should read each other's posts and give some feedback, like “I like your example. It's very vivid,” or “You can add a connecting word here to make the sentence more fluent.” Finally, select a few students to read their posts aloud to the class. Praise their good writing and give some overall comments on the class's writing performance. 6 Summary and Homework (5 minutes) Summarize the key points of this class: the different opinions about friendship, the use of comparatives to describe similarities and differences, and how to write a post about friendship. Assign homework: Ask the students to rewrite their posts based on their partners' feedback and hand them in next class. Let them read some more English articles about friendship and find useful expressions and sentences. 教学反思 After this class, I need to reflect on several aspects. In terms of teaching methods, the pair and group work seemed to engage the students well, but some students were a bit shy to share their opinions in front of the whole class. In future classes, I should create a more relaxed atmosphere and encourage these students more. Regarding the content delivery, most students seemed to understand the use of comparatives, but some still made mistakes in the writing part. Maybe I should have provided more in - class exercises on comparative forms. Also, in the writing guidance, although I gave a framework, some students still had trouble organizing their thoughts. I might need to offer more detailed examples or mind - mapping activities to help them structure their writing better. Overall, this class has provided me with valuable insights on how to improve my teaching in the future. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$