Unit 3 Same or Different Section A 2a-2e 教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦形容词和副词比较级的用法，涵盖相关词汇（如“hard-working”“necessary”）、短语（“as...as”“be different from”）及比较句型，通过“Comparative Guessing”游戏激活旧知，结合双胞胎图片讨论引入主题，搭建新旧知识联系的学习支架。 此资料亮点在于整合听、说、读、写活动提升语言能力，如听力识别Sam和Tom的差异、角色扮演Greg对话、写作比较文章；通过分析对话结构和头脑风暴比较方面培养思维品质；游戏导入和家庭反馈作业促进学习能力。任务型教学与情境创设让课堂生动，助力学生熟练运用比较表达，也为教师提供清晰可操作的教学流程。

Unit 3 Same or Different? Section A 2a-2e 教学设计 The listening materials in 2b - 2c involve conversations about two boys, Sam and Tom. Students listen to identify the differences between them, such as who is more hard - working, who plays the drums better, etc. These listening exercises not only train students' listening skills but also provide more real - life examples of using comparative adjectives and adverbs. In 2d, students engage in a role - play activity. They are given a conversation between Greg and his friend about comparing Greg's twin brother and himself. This activity allows students to practice using comparative structures in an interactive way, enhancing their speaking ability. Finally, 2e requires students to write a short article comparing themselves with a family member or a friend. By integrating what they have learned from reading, listening, and speaking, students can express their own ideas and descriptions about comparing people in writing. 教学目标 0. Students should master more vocabulary related to personal characteristics, such as “primary,” “information,” “mirror,” “necessary,” “reach,” “heart,” “touch,” “grade,” “hand,” “both,” “loudly,” “quietly,” “hard - working,” “competition,” “fantastic,” “which,” “clearly,” etc. 0. Deepen the understanding and correct usage of comparative adjectives and adverbs. They need to know the differences between comparative adjectives (e.g., “taller,” “more outgoing”) used to describe nouns and comparative adverbs (e.g., “more loudly,” “more clearly”) used to modify verbs. For example, “He runs faster than me.” (comparative adverb) and “She is more beautiful than her sister.” (comparative adjective). 0. Understand and be able to use key phrases like “as... as,” “be different from,” “care about,” “the same as,” “in fact,” etc. correctly in sentences. For instance, “My book is the same as yours.” “He doesn't care about what others think.” 教学重难点 0. Mastering the new vocabulary and being able to use it accurately in sentences related to comparing people. For example, using “necessary” correctly in a sentence like “It's necessary to be kind to others.” 0. Correctly using comparative adjectives and adverbs. Students should be able to form and use them without making grammar mistakes, such as “This box is heavier than that one.” (correct) instead of “This box is more heavy than that one.” (incorrect). 0. Catching key information from reading and listening materials about comparisons and being able to use this information to complete relevant tasks, like answering questions, filling in blanks, or summarizing. 0. Using key phrases appropriately in different contexts. For example, using “be different from” correctly in a sentence like “His lifestyle is different from mine.” 1. New Words 0. primary /ˈpraɪməri/adj. 最初的；最早的；首要的. E.g., Our primary goal is to finish this project on time. 0. information /ˌɪnfəˈmeɪʃn/n. 信息；消息. E.g., You can get a lot of information from the Internet. 0. mirror /ˈmɪrə(r)/n. 镜子. E.g., She looked at herself in the mirror. 0. necessary /ˈnesəsəri/adj. 必需的；必要的. E.g., It's necessary for us to learn English well. 0. reach /riːtʃ/v. 伸手；到达；抵达. E.g., I can't reach the book on the top shelf. 0. heart /hɑːt/n. 心脏；内心. E.g., She has a kind heart. 0. touch /tʌtʃ/v. 感动；触摸. E.g., His story really touched me. 0. grade /ɡreɪd/n. 成绩等级；评分等级. E.g., She got good grades in the exam. 0. hand /hænd/n. 手. E.g., Raise your hand if you know the answer. 0. both /bəʊθ/pron. 两个；两个都. E.g., Both of my parents are teachers. 0. loudly /ˈlaʊdli/adv. 喧闹地；大声地；响亮地. E.g., He speaks loudly in class. 0. quietly /ˈkwaɪətli/adv. 轻声地；安静地；平静地. E.g., She is reading quietly in the library. 0. hard - working /ˌhɑːdˈwɜːkɪŋ/adj. 工作努力的；辛勤的. E.g., My sister is a hard - working student. 0. competition /ˌkɒmpəˈtɪʃn/n. 比赛；竞赛；竞争. E.g., She won the first prize in the competition. 0. fantastic /fænˈtæstɪk/adj. 极好的；了不起的. E.g., We had a fantastic time at the party. 0. which /wɪtʃ/pron. & adj. 哪一个；哪一些. E.g., Which book do you like better? 0. clearly /ˈklɪəli/adv. 清楚地；清晰地；明白地. E.g., You should explain the problem clearly. 1. Key Phrases 0. as... as 和…… 一样. E.g., He is as tall as his father. 0. be different from 与…… 不同. E.g., Her ideas are different from mine. 0. care about 关心；在意. E.g., She really cares about her friends. 0. the same as 与…… 相同. E.g., My bag is the same as yours. 0. in fact 事实上；实际上. E.g., In fact, he is a very kind person. 0. be similar to 与…… 相似. E.g., Her dress is similar to mine. 0. bring out 使显现；使表现出. E.g., The photo brings out the beauty of the scenery. 0. get better grades 取得更好的成绩. E.g., She studies hard to get better grades. 0. reach for 伸手取. E.g., He reached for the book on the table. 0. touch one's heart 感动某人. E.g., The movie really touched my heart. 2. Sentence Patterns for Comparison 0. A + be + 形容词比较级 + than + B：表示 “A 比 B 更……”. E.g., She is more outgoing than her sister. 0. A + 动词 + 副词比较级 + than + B：表示 “A 比 B 做某事更……”. E.g., He runs faster than me. 0. Which / Who... + 动词 + 比较级，A or B?：用于比较两个人或事物的动作程度，“A 和 B，谁更……？”. E.g., Which book is more interesting, this one or that one? Who runs faster, Tom or Jack? 0. A + be + as + 形容词原级 + as + B：表示 “A 和 B 一样……”. E.g., This box is as big as that one. 0. A + 动词 + as + 副词原级 + as + B：表示 “A 和 B 做某事一样……”. E.g., She sings as beautifully as her mother. 教学过程 1. Warming - up and Lead - in (5 minutes) 0. Begin the class with a quick game called "Comparative Guessing". Show pictures of two people doing different actions, for example, one person running fast and another walking slowly. Ask students to describe the difference using comparative forms like "The person running is faster than the one walking." This warms up students' knowledge of comparative adjectives and gets them focused on the theme of comparing people. 0. Then, introduce the topic of twins. Show some pictures of famous twins and ask students: "Do you think twins are always the same? What differences might they have?" This leads to the main content of this section which often involves comparing people, especially twins. 4. Pre - listening (7 minutes) 0. Present some new vocabulary related to the listening materials in 2a - 2c on the PPT, such as "primary", "information", "mirror", "necessary", "reach", "heart", "touch", "grade", "hand", "both", "loudly", "quietly", "hard - working", "competition", "fantastic", "which", "clearly". Explain the meanings using simple examples or actions. For instance, when teaching "reach", stretch your hand to reach for an object on the desk. 0. After that, show students a picture related to the music festival in the listening. Let them predict what they might hear in the conversation. They could think about aspects like who is more talented in the festival, what differences there are between the performers, etc. Encourage them to share their predictions in pairs. 5. While - listening (10 minutes) 0. For 2a, play the recording for the first time. Students listen and fill in the blanks. The passage is about Han Lin interviewing twins Ella and Emma about the school music festival and their differences. After they finish, let them compare their answers with a partner. Then, play the recording again to check the answers as a class, and explain any difficult points. 0. In 2b, play the recording. Students listen and answer the questions about the differences between Sam and Tom. This time, focus on details like who is more hard - working, who plays the drums better. Walk around the classroom to see if students are having any difficulties. After they answer the questions, ask some students to share their answers and play the relevant parts of the recording again if needed. 6. Post - listening and Speaking Practice (10 minutes) 0. Divide students into groups of four. In each group, they practice role - playing the conversations in 2a and 2b. One student can be Han Lin, one can be Ella, one can be Emma, and the other can be a commentator to add extra descriptions. Encourage them to use their own words to expand the conversations while maintaining the main ideas. 0. Walk around the groups to monitor their conversations. Offer help if they have any grammar, vocabulary, or pronunciation mistakes. After a few minutes, invite several groups to come to the front of the class and perform their role - plays for the rest of the class. 7. Reading and Writing Preparation (8 minutes) 0. In 2d, present the conversation between Greg and his friend about comparing Greg's twin brother and himself. Let students read the conversation silently first, and then in pairs, they practice reading it aloud, paying attention to the intonation and pronunciation. 0. After that, guide students to analyze the structure of the conversation. Point out how they use comparative adjectives and adverbs to make comparisons. For example, "My brother is more outgoing than me." and "He plays basketball better than me." 0. Then, start to prepare students for the writing task in 2e. Brainstorm with them about the aspects they can compare between themselves and a family member or a friend, such as appearance, personality, hobbies, study habits, etc. Write these aspects on the blackboard. 8. Writing (3 minutes) 0. In 2e, ask students to write a short article comparing themselves with a family member or a friend. They should use at least three aspects of comparison and the comparative structures they have learned. Remind them to use the words and phrases they have learned in this section, like "be different from", "as... as", "care about", etc. 0. Walk around the classroom to offer guidance. If some students have trouble starting, suggest they begin with an introduction sentence like "I have a good friend named [friend's name], and we are similar in some ways but also different in many aspects." 9. Summary and Homework Assignment (2 minutes) 0. Summarize the key points of this class with students. Review the new vocabulary, the usage of comparative adjectives and adverbs, and the main ideas of the listening and reading materials. 0. Assign homework. Ask students to finish their writing if they haven't completed it in class. Then, they need to read their articles to their family members or friends and get feedback. Also, tell them to preview the next part of the unit to get ready for the next class. This homework will help students consolidate what they have learned in class and improve their writing and communication skills. 学科网（北京）股份有限公司 $$