Unit3 SectionB（2a-3c）教学设计- 2025-2026学年人教版英语八年级上册

课题 Unit 3 Same or Different? Section B (2a-3c) 学段 初中 年级 八 课型 词汇＆写作课 课时 5 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?的第五课时，分为词汇练习、句子填空、短文填空和观点表达四个部分。词汇练习通过“单词蛇”游戏和句子填空，帮助学生掌握描述性格的词汇和常用名词。短文填空部分以马克·吐温的《王子与贫儿》为例，引导学生理解人物性格与情节发展。最后，学生通过阅读Rose的帖子并发表个人观点，探讨朋友间相似或差异的重要性。 Why:本课时的设计旨在提升学生的词汇应用能力，同时培养批判性思维和表达能力。通过分析人物性格和友谊关系，学生学会尊重差异，理解多样性的价值。观点表达环节鼓励学生结合自身经历，深化对友谊的思考，从而增强情感认知和社会交往能力。 How:采用任务型教学法，通过游戏化活动（如单词蛇）激发学习兴趣，结合填空练习巩固词汇。短文填空和阅读任务引导学生从文本中提取信息，分析人物性格。最后，通过表格整理观点和范例， 帮助学生梳理写作框架，使其有条理地表达个人见解，实现语言输出与思维训练的结合。 学情分析 1.学生基本情况 学生能使用比较级（如funnier, quieter），但在灵活运用描述性格的句式（如“She is not as funny as Lily”）时可能存在困难；学生能理解简单记叙文（如Rose的帖子），但在分析人物性格差异和表达个人观点时，逻辑性和语言丰富度可能不足。 2.已有知识经验 学生已掌握部分基础性格形容词和日常名词，但对更丰富的性格描述词和抽象名词（如differences, pleasure, population）可能不够熟悉。 3.学习难点预测 结合自身经历阐述观点时，如何组织语言（如使用表格中的“Opinion-Reason-Example”结构）。 4.教学对策 支架式引导：在观点表达环节，先通过表格整理思路，再过渡到独立写作，降低焦虑感。 教学目标 语言 能力 1.Students will be able to identify and use personality-related adjectives (eg, shy, outgoing, lazy, direct) and topic-specific nouns (eg, population, differences, pleasure) accurately in sentences. 2.Students will apply comparative structures to describe personality traits and relationships. 文化意识 1.Students will recognize and respect cultural/personal differences through discussions about friendship dynamics (eg, Rose’s friends Lily and Lucy). 2.Students will explore universal themes in Mark Twain’s story, connecting them to real-life interactions. 思维品质 1.Students will analyze and compare character traits in texts (eg, Edward VS. Tom in The Prince and the Pauper) and evaluate the value of similarities/differences in friendships. 2.Students will organize coherent arguments (eg, "Friends should be different because...") and support them with personal examples. 学习能力 1.Students will practice context-based vocabulary guessing(eg, inferring meanings from the "word snake" activity). 2.Through pair/group tasks (eg, discussing friendship opinions), students will negotiate ideas and refine language use collectively. 教学 重难点 教学重点 Students will extract key details from a short passage (eg, Rose’s post) and express opinions using structured frameworks (eg, opinion-reason-example). 教学难点 Help students flexibly use multiple grammatical structures and vocabulary when expressing their personal growth experiences, and avoid monotonous expressions and errors. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Revision Teacher guides students to review the reading content of the last class:What are Matt’s and Diana's opinions on “Should friends be similar or different?” Find one or two sentences from the post to prove it. Students review Matt’s and Diana’s posts to answer the questions. 通过复习Matt和Diana的帖子作为导入，建立新旧知识间的联系，为后续写作输出提供观点素材。 Step 2 Vocabulary in use Work on 2a 1.Show the word snake in 2a and guide students to find the hidden words. 2.Teacher lets students reads the words aloud and explains their meanings, and helps students understand them by combining real examples. For instance,when explaining words like "shy" and "outgoing", the teacher describes the personalities of classmates. 3.Let students read the explanations and match them with their meanings.After that,check answers together. Work on 2b 1.Let students complete the exercises in 2b. 2.Then ask them to share their answers. The teacher will explain and correct the answers, with a focus on the usage and collocations of the vocabulary. Work on 2c 1.Show a short video clip to have a brief introduction about Mark Twain and his work The Prince and the Pauper. 2.Read the passage and complete the letter with the words in the box. 3.Teacher leads students to check answers together. 1.Find the words hidden in the word snake. 2.Read the words and give examples. 3.Match the words with their meanings,and then check answers together. 4.Complete the tasks in 2b. 5.Check the answers in 2b. 6.Learn the key language points and take notes. 7.Learn about Mark Twain and his work The Prince and the Pauper. 8.Read and finish 2c. 9.Check the answers in 2c. 通过展示2a“单词蛇”新颖有趣的填写单词形式，激发学生的好奇心与探索欲，促使他们主动思考单词在具体语境中的运用，锻炼其词汇知识的提取与运用能力，同时提升课堂参与度，活跃课堂氛围。 通过2b观察学生对词汇用法的掌握程度，能否准确运 用这些词汇、能否识别并纠正错误的搭配方式。 通过播放短视频介绍Mark Twain和他的著作《王子与贫儿》为学生提供背景知识，使其更好地理解语篇2c，培养他们对文学作品的兴趣。通过练习与巩固学生对重点词汇用法和搭配的掌握，培养学生的逻辑思维能力。 Step 3 Pre-reading 1.Teacher plays the song "What is a friend?" 2.Lead students to try to fill in the blanks according to the lyrics. • A friend is someone you play with • A friend is someone who likes the same things as you. • A friend is someone who share things with you. 3.Ask students a question:When making new friends, do you choose someone similar to you or different from you? 1.Enjoy the song. 2.Try to fill in the blanks according to the lyrics. 3.Students share their ideas freely. 读前通过播放与朋友相关的歌曲，引入主题的同时放松愉悦学生的心情；通过问题的引入，导出3a的阅读任务。 Step 4 While-reading Work on 3a Fast reading Ask students to read the post quickly and answer: T:Is Rose's opinion the same as or different from the posts in Section B 1b?What's her opinion? Careful reading 1.Let students read again and complete a table: Rose’s friend Their traits What she do 2.Ask students to read the post carefully to answer the questions: ①What's Rose's opinion about whether friends should be similar or different? ②How does Lily help Rose when Rose feels sad or has a problem? ③What's special about Lucy compared with others? ④According to Rose,what is a true friend? 1.Look through the post and answer 3a. 2.Read the post and complete the table. 3.Read the post carefully and answer questions. 通过阅读3a关于Rose的帖子了解学生对文章细节的理解能力以及信息的整合能力。 通过一系列的阅读任务和思考，帮助学生深入理解友谊的多样性，并巩固比较级的用法和提升他们的逻辑思维和口语表达能力。 Step 5 Post-reading Work on 3b Group work 1.Divide the whole class into groups of four.Make a survey by asking "What's your opinion about friends?"Use personal experiences to support your opinion. 2.Students in groups share their ideas based on personal experiences,then fill in the table in 3b. 3.Invite students to share their opinions based on the filled-in table. 1.Students have a group work. 2.Fill in the table in 3b. 3.Students share their opinions. 通过小组讨论的形式，培养学生的合作学习能力和思维拓展能力，促进批判性思维和语言输出，检查学生是否能合乎逻辑地表达观点。 Step 6 Pre-writing Before the students write, the teacher gives some writing guidance to the students. ①Topic analysis:Write a post to express your opinions on whether friends should be the similar or different. ②Textual genre:Imitate the posts of Matt, Diana or Rose, which involves expressing opinions, so it is an argumentative essay. ③Personal tense:First person, mainly in the simple present tense. Learn about the writing guidance. 在学生写作前，教师从话题分析、文本体裁和人称时态方面给予学生写作指导，使学生明确写作任务。 Step 7 While-writing Work on 3c 1.Guide students to use the table in 3b to write a reply to the post. Let students write according to the points they listed. 2.Provide the writing framework in 3c,require them to use the language they learned, and try to make their sentences smooth and expressions clear. 3.Teacher walks around to observe students' writing situations, provides timely guidance and help, and encourages students to express their ideas boldly. 1.Write the 3c short passage independently. 2.Enrich the writing framework with relevant knowledge. 3.Seek help from the teacher if necessary. 指导学生模仿Matt,Diana或Rose的帖子进行写作，将所学知识运用到实际中，提高学生的写作能力，同时培养学生运用恰当语言和逻辑表达请求的能力。巡视观察学生的写作情况，看是否能运用所学词汇和句式，逻辑是否清晰,对于存在普遍问题的地方，教师可及时给予指导。 Step 8 Post-writing 1.Invite some students to share their posts. 2.Other students listen carefully and evaluate, putting forward suggestions from aspects such as content integrity, language accuracy, grammar correctness, and expression fluency. 3.Teacher finally makes a summary evaluation, affirms the students' advantages, points out the existing problems, and gives the direction for improvement. 1.Some students share their writings. 2.Other students listen and evaluate. 3.Teacher makes a summary evaluation. 教师邀请个别学生分享他们的作文并组织学生借鉴和点评，然后教师进行总结式点评，指出存在的问题，提出进步的方向，体现了评价方式的多样化。 Step 9 Summary 1.Review the key content of this lesson with students, including the key information in Rose’s post, the main viewpoints of the oral discussion, and the key points and precautions in the writing exercise. 2.Emphasize the importance of friendship in personal growth, and encourage students to cherish friendship, learn from their friends' strengths and grow together. Review learning key points with teacher. 教师带领学生回顾本节课的内容，包括Rose的帖子、学生的观点、具体写作要点等；教师最后对学生进行情感教育，强调友谊的重要性，鼓励学生珍惜友谊，向朋友学习他们的长处，共同成长和进步。 Step 10 Homework Level A:1.Select 5 adjectives from "Word Snake", write down their Chinese meanings and make a simple sentence with each. 2.Find more English sayings about friends. Level B:1.Describe yourself or a friend with 5 character words, and add comparative sentences. 2.Simulate a conversation with a peer as Rose and Lucy, discussing "whether friends need to be similar". Level C:1.Write a short passage about “What kind of friends do you like?”(at least 60 words) 2.Research the standards of an "ideal friend" across different cultures, and list 2-3 findings in English. 分层说明：注重机械性练习，适合语言基础薄弱的学生；强调语境中的灵活运用，适合中等水平学生；关联真实世界和跨文化视角，适合能力较强的学生。 板书设计 Unit 3 Same or Different? Section B (2a-3c) Rose's Opinion:Doesn't care if friends are similar or different. Lily:funnier → make Rose laugh Lucy:quieter→ listen well "A true friend reaches for your hand and touches your heart." 教学反思 1、 成功之处: 1.语言输出结构化:使用“Opinion-Reason-Example”表格支架，帮助学生逻辑清晰地表达观点，避免了“无话可说”或“零散表达”的问题。 2.分层教学效果显著:通过三层作业设计，满足了不同水平学生的学习需求。基础层学生能扎实掌握词汇和句型，而拓展层学生展现了批判性思维和跨文化分析能力。 二、存在问题: 1.词汇运用深度不足:部分学生在描述性格时仍依赖基础词汇如happy/sad，未能灵活运用课内高阶词汇如straightforward, direct。 2.高阶思维活动参与不均衡: 小组讨论时，部分学生被动倾听，未能充分表达观点,或因语言或认知难度选择回避。 三、改进措施: 1.强化词汇情境化训练:增加“性格词汇角色扮演”活动：学生抽取词汇卡，模拟面试、交友等场景使用目标语言;结合视觉素材（如电影片段、图片）引导学生描述人物性格，减少对词汇表的依赖。 2.分层动态化与协作学习:在高阶任务中设计“阶梯式小组合作”,为回避拓展任务的学生提供“迷你版”挑战。 学科网（北京）股份有限公司 $$