Unit3 SectionB（1a-1e）教学设计 2025-2026学年人教版（2024）八年级英语上册

课题 Unit 3 Same or Different? Section B (1a-1e) 学段 初中 年级 八 课型 阅读课 课时 4 学科 English 单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“生活与学习”主题群中的“身边的事物与环境”子主题内容，本单元的主题是“相同与差异”，旨在引导学生探讨人与人之间的相似性和多样性。通过比较人物和事物，讨论朋友间是否应该相似或不同，以及个人过去与现在的变化，鼓励学生思考人际关系中的共性与个性，培养他们的批判性思维和社会认知能力，同时促进对多样性的理解和尊重。 文本解读 What:本课是人教版(2024)八年级上册第三单元Same or Different?的第四课时的阅读课，语篇探讨了朋友之间的相似性与差异性，通过Matt和Diana的论坛帖子展示了两种不同的观点。Matt认为朋友应像镜子一样相似，能够互相激励和分享共同爱好；而Diana则认为差异让友谊更丰富，朋友之间的不同特质可以促进彼此成长。课程还通过匹配练习和问题回答，帮助学生理解文本细节和核心观点。 Why:这一主题旨在引导学生思考友谊的本质，理解相似性和差异性在人际关系中的作用。通过分析具体例子，学生能够认识到无论是相似还是差异，都能为友谊带来独特的价值，从而培养尊重他人、开放包容的态度。 How:读前通过提问（Are you similar to or different from your friends?）引发学生思考，接着通过阅读论坛帖子、完成匹配练习和回答问题，逐步引导学生深入理解文本。讨论环节鼓励学生结合自身经历，探讨相似性和差异性对友谊的影响，最终反思什么才是友谊中最重要的因素，从而将文本内容与实际生活联系起来。 学情分析 1.学生基本情况 本课面向初中阶段八年级学生（约13-15岁），他们正处于社交认知发展的关键阶段，对友谊、自我认同和他人差异有较强的好奇心。学生能够理解“相似性”和“差异性”的基本概念，但可能缺乏系统思考两者在人际关系中作用的能力。 2.已有知识经验 学生具备基础的英语阅读和表达能力，能够理解论坛帖子的主要内容，但在分析抽象观点（如“朋友像镜子”）或表达个人见解时可能需要语言支持，如句型框架或词汇提示。 3.学习难点预测 部分学生可能难以清晰区分Matt和Diana的立场差异，尤其是当文本中混合具体例子和抽象论述时。 4.教学对策 用表格对比Matt和Diana的观点，帮助学生梳理逻辑。 教学目标 语言 能力 1.Students will be able to understand and use key terms related to friendship (eg, similar, different, outgoing, honest, respect) and extract specific information from the forum posts. 2.Students will express their opinions on friendship using comparative structures and support their views with examples. 文化意识 1.Students will recognize the value of cultural and personal differences in friendships, discussing how mutual learning enriches relationships. 2.Through the examples of Matt (shared hobbies) and Diana (learning from differences), students will reflect on universal aspects of friendship across cultures. 思维品质 1.Students will compare and contrast Matt’s and Diana’s perspectives, evaluating how similarities and differences shape friendships. 2.Students will infer the implied meanings of phrases like "a good friend is like a mirror" and analyze how personal traits influence relationships. 学习能力 1.Students will engage in group discussions to negotiate meanings and defend their viewpoints. 2.By discussing the question ("What really matters in a friendship?"), students will reflect on their own friendship values and learning processes. 教学 重难点 教学重点 Master the expressions and related vocabulary to describe friends who are similar or different. 教学难点 Guide students to think about the essence of friendship and cultivate a correct view of friendship. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in 1.Teacher shows two photos of two girls in class and ask: Who are they?What’s their relationship? 2.Ask students to describe the girls with the comparative forms. For example: Li Yue is more popular than Wang Na.Wang Na is more outgoing than Li Yue. 3.T: Do you have a best friend?Are you similar to or different from your friend? 1.Students answer questions. 2.Students make sentences to compare the two girls. 3.Think about the similarities and differences between your friends and yourself. 教师出示班上两位学生(彼此是好朋友)的图片，通过对身边熟悉的同学的比较，激发学生对友谊话题的兴趣，并自然引入比较级的用法，为后续讨论和活动做好铺垫。 Step 2 Pre-reading Work on 1a 1.T: Are you similar to or different from your friends?In what ways?Do you think it's important to be the same as your friends or different from them?Speak them out to your partner. 2.Teacher invites several students to share their ideas. Students discuss the question in 1a and share their ideas with class. 观察学生对问题的思考，衡量自己对友谊的看法,通过对自己和好朋友的比较，发现自己的优缺点，对自己有一个客观正确的认识。 Step 3 While-reading Work on 1b Skimming 1.Look through and answer: What are the type of the texts? A.Emails B.Posts C.Diary entries 2.Read the passages quickly and find the name of Matt's and Diana's friends.and underline the topic sentence of each passage. 3.Answer the question in 1b:What are Matt’s and Diana’s opinions? Work on 1c＆1d Scanning 1.Read the post by Matt. Underline the comparative sentences in it. 2.Answer the questions according to the post. ①Why does Matt think that a good friend is like a mirror? ②In what ways is Stephen similar to Matt? ③Why is Matt getting better at badminton? 3.Invite several to find the answers in the textbook. 4.Read the post by Diana. Underline the comparative sentences in it. 5.Answer the questions according to the post. ①Why is Diana glad to have an honest friend? ②How should we treat each other's differences? 6.Read the two posts again, match the people with the descriptions,and then,check answers together. Language points Students read the posts again,circle the knowledge points they don't understand in posts, and teacher gives a detailed explanation,and then let students give some examples. ①I think a good friend is like a mirror. ②He plays badminton better than I do. ③For me,friends who are different make me better. 1.Students look through the title and texts quickly and judge the type of the texts. 2.Find the name of Matt's and Diana's friends, underline the topic sentence of each passage. 3.Answer 1b. 4.Students read the post by Matt and underline the comparative sentences. 5.Read and find the answers. 6.Share answers. 7.Students read the post by Diana and underline the comparative sentences. 8.Read and find the answers. 9.Share answers. 10.Students finish 1c and check answers. 11.Students find the language points they don’t understand and take notes. 学生快速浏览文章，判断文本类型；通过略读找出Matt和Diana的朋友并画出文本主旨句；然后回答1b的问题，训练学生的阅读技巧，快速抓住文本核心主旨，培养归纳总结能力。 教师观察学生在匹配练习和回答问题中的表现，评估他们对文章内容的理解和对比较级用法的掌握情况；通过深入挖掘文本细节，培养学生分析问题的能力，强化对文章内容的理解。 教师让学生再次整体阅读帖子，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 Step 4 Post-reading Work on 1e 1.Teacher leads students to have a discussion: ①What can similarities bring to a friendship? ②What can differences bring to a friendship? ③What really matters in a friendship? 2.Teacher let students think about these questions independently, and write down their own thoughts. 3.Then students group for discussion,discuss the roles of similarities and differences in friendship,the important factors in friendship,such as trust, respect and support. 4.One member of each group shares their views,teacher gives feedback and summary. 1.Think about these questions in 1e independently and write down the thoughts. 2.Students have a discussion in groups. 3.One member of each group shares their ideas. 教师首先让学生独立思考问题并记录他们的想法，接着进行分组讨论，集思广益，将想法汇总，观察学生在讨论中的参与度和表达内容，评估他们对友谊中相似性、差异以及重要因素的理解和思考深度。 通过讨论与交流引导学生思考友谊的本质，培养学生尊重朋友差异、欣赏朋友相似之处的正确友谊观。 Step 5 Debating 1.Teacher organizes a small debate, the topic of which is "Should friends be similar or different?". 2.Teacher selects the relevant personnel to participate in the debate, and students are asked to list the views and reasons held by their own side based on what they have learned. 3.Student representatives engage in debate, other students play the role of evaluating their performance, and teacher records and provides feedback. Students have a debate about "Should friends be similar or different?" 通过进行“朋友应该相似还是不同?”的主题辩论会，让学生应用所学帖子中的观点进行输出，给学生提供口语锻炼的机会，再一次深化本课的主题。 Step 6 Summary New words and expressions: alike; mirror; interest; novel; difference; sense; humour; less; straightforward; opinion; honest; direct; similarity; friendship; metre; prince; character; pauper; exchange; accident; expect; thanks to; make a mistake; by accident. Functions:Express the similarities and differences between two people. Sentences: We often hang out together because ... He plays badminton better than I do, so he always wins our matches. For me, friends who are different make me better. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节阅读课的内容，相关的生词和句型,以及如何表述两者之间的差异性的语用功能。 Step 7 Homework Level A:Find 5 adjectives from the post that describe personality (eg, outgoing, shy, honest) and make a sentence about a friend using one. Level B:1.Make a table comparing Matt and Diana's views on friendship. 2.Record an audio clip,using the comparative degree to describe the similarities and differences between yourself and your friend. Level C: Pretend you are Matt or Diana. Write a short message to a new classmate, explaining why you would like to be friends with them (use examples personality or interests from the posts). 分层作业作为课堂教学的补充和延伸，让学生及时巩固，检验和反馈学生的学习情况，便于课下及时查漏补缺。 板书设计 Unit 3 Same or Different? Section B (1a-1e) 教学反思 1、 成功之处: 1.教学目标有效达成:学生能够准确提取文本信息（如Matt和Diana的观点差异），并通过匹配练习和简答题巩固了关键词汇,在讨论环节，80%以上的学生能运用比较结构表达对友谊的看法。 2.口语输出见成效:词汇匹配和简答题确保了后进生的课堂参与，辩论任务激发了优秀生的思维火花，学生自发引用课文例子（如"Yuan Lei helped Diana become outgoing"）支持观点，说明文本理解深入。 二、存在问题: 1.思维深度不足:在回答"What really matters in a friendship?"时，多数学生仅重复文本观点，缺乏个性化反思。 2.时间分配需优化:前期的文本解读耗时较长，导致最后的辩论环节仓促，未能充分展开。课后反馈显示，学生希望“有更多时间反驳对方观点”。 三、改进措施: 1.细化思维引导工具:针对高阶问题（如友谊的核心价值），提供“思考脚手架”,设计问题链，从具体到抽象逐步提问，如"What did Diana learn from Zhang Yong? → Why is honesty important in friendship? → Can friendship exist without respect?" 2.动态调整课堂节奏:压缩文本细节问答时间，改用“快速抢答”形式检测基础理解,为辩论环节预留15分钟，并设定清晰规则。 学科网（北京）股份有限公司 $$