Unit 3 Same or Different Section B Project 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 Project 教学设计 This project often centers around a real - life - related task. For example, it might require students to conduct a small survey among their classmates about their friends. They need to ask questions like "Are your friends similar to you in personality?" or "Do you and your friends have the same hobbies?" Then, based on the survey results, students create a visual presentation, such as a poster or a digital slideshow. In the presentation, they use the vocabulary and sentence structures they've learned in this unit to analyze and display the data. They might use graphs to show the proportion of students whose friends are similar or different in various aspects, and write descriptions next to the graphs, using words like "similarity", "difference", "interest", "personality", etc. Another possible project task could be to create a short story about friendship. Students are encouraged to incorporate the ideas of similarities and differences between friends in the story. They can describe how the characters' similarities bring them together and how their differences make their friendship more colorful and challenging. Through this creative writing task, students not only practice their writing skills but also internalize the concept of friendship in a more profound way. 教学目标 0. Students should firmly master the vocabulary related to friendship and comparison introduced in this unit. They need to be able to spell, pronounce, and correctly use words like "similar", "different", "interest", "novel", "opinion", "personality", "friendship", "alike", "mirror", "less", "straightforward", "honest", "direct", "similarity", etc. For example, they can accurately use "be similar to" and "be different from" in sentences, such as "My friend's hobby is similar to mine" or "My study method is different from my brother's." 0. Comprehend and be proficient in using sentence structures for expressing comparisons, opinions, reasons, and examples. They should know how to use "I think that...", "In my opinion...", "The reason is that...", "For example...", and comparative adjectives and adverbs. For instance, they can form sentences like "I think friends should be different in some ways because it can bring more new ideas. For example, my friend is more adventurous than me, and he often encourages me to try new things." 教学重难点 0. Guiding students to effectively collect, analyze, and present data related to friendship similarities and differences. This includes teaching them how to design a good survey, how to use graphs or charts to display data, and how to write clear descriptions for the data. 0. Helping students use the learned vocabulary and sentence structures accurately and vividly in their writing and presentation. They should be able to incorporate words like "similarity", "difference", "interest", etc. into their work, and use sentence patterns for expressing opinions and examples to make their content more persuasive. 0. Encouraging students to think deeply about the nature of friendship based on their project findings. They need to be able to draw conclusions about what makes a good friendship and how similarities and differences play roles in it. 1. New Words and Phrases 0. similar /ˈsɪmələ(r)/adj. 相似的. E.g., Their lifestyles are similar. 0. different /ˈdɪfrənt/adj. 不同的. E.g., My views are different from yours. 0. interest /ˈɪntrəst/n. 业余爱好；兴趣；v. 使感兴趣. E.g., She has an interest in dancing. The game interests him a lot. 0. novel /ˈnɒvl/n. 小说. E.g., He is reading an interesting novel. 0. opinion /əˈpɪnjən/n. 看法；意见. E.g., In my opinion, we should start early. 0. personality /ˌpɜːsəˈnæləti/n. 个性；性格. E.g., She has a strong personality. 0. friendship /ˈfrendʃɪp/n. 友谊；友情. E.g., True friendship never fades. 0. alike /əˈlaɪk/adj. 相像的；adv. 相似地. E.g., The two sisters look alike. They behave alike too. 0. mirror /ˈmɪrə(r)/n. 镜子；写照. E.g., A true friend is like a mirror. 0. less /les/adj. 较少的；更少的；adv. 较少地；更少地；pron. 较少；更少. E.g., He has less time to play now. 0. straightforward /ˌstreɪtˈfɔːwəd/adj. 坦率的；诚实的. E.g., He is a straightforward person. 0. honest /ˈɒnɪst/adj. 诚实的；正直的. E.g., An honest person always tells the truth. 0. direct /dəˈrekt; daɪˈrekt/adj. 率直的；直接的. E.g., His direct way of speaking sometimes surprises people. 0. similarity /ˌsɪməˈlærəti/n. 相似之处. E.g., There are many similarities between the two cultures. 0. be similar to 与…… 相似. E.g., Her dress is similar to mine. 0. be different from 与…… 不同. E.g., My school is different from yours. 0. thanks to 幸亏；由于. E.g., Thanks to your help, I passed the exam. 0. in common 共同；共有. E.g., They have a lot in common. 0. for example 例如. E.g., There are many fruits in the market, for example, apples, bananas, and oranges. 0. the reason is that... 原因是……. E.g., The reason I'm late is that I missed the bus. 1. Sentence Structures for Expressing Opinions, Reasons, and Examples 0. Stating an opinion: 26. I think that... 我认为……. E.g., I think that friends should trust each other. 26. In my opinion,... 在我看来……. E.g., In my opinion, it's a good idea. 26. From my point of view,... 从我的观点来看……. E.g., From my point of view, we need more practice. 0. Giving a reason: 27. The reason is that... 原因是……. E.g., The reason I like this book is that it's very interesting. 27. Because... 因为……. E.g., I can't go because I'm busy. 27. Since... 既然……. E.g., Since you are here, you can help me. 0. Providing an example: 28. For example,... 例如……. E.g., Many people like sports. For example, my brother likes playing basketball. 28. Such as... 比如……（用于列举多个例子）. E.g., I like fruits such as apples, pears, and grapes. 28. Take... for example. 以…… 为例. E.g., Take my friend Tom for example. He is very hard - working. 教学过程 1. Warming - up (5 minutes) 0. Start the class by showing a short video about friends having fun together, which includes scenes of friends with similar hobbies like playing basketball and friends with different personalities getting along well. After the video, ask students to share their first impressions in pairs. For example, they might say, "I saw that some friends in the video liked the same sport, and they seemed to enjoy it a lot together." Then, randomly select a few pairs to report to the class. This activity aims to quickly engage students in the topic of friendship and set a positive atmosphere for the class. 3. Project Introduction (8 minutes) 0. Present the project task clearly. Explain that in this project, students will focus on the theme "Same or Different in Friendship". They are required to create a digital presentation (using tools like PowerPoint or Prezi) about their findings on whether friends should be similar or different. 0. Show some examples of well - done digital presentations related to other topics, highlighting elements such as clear layout, use of relevant pictures or graphs, and concise yet informative text. Then, break down the project requirements: 31. They need to state their own opinion on whether friends should be similar or different. 31. Provide at least three reasons to support their opinion. 31. Include real - life examples from their own friendships or those of people they know. 31. Use at least five vocabulary words related to friendship and comparison that they have learned in this unit, such as "similar", "different", "interest", "personality", "friendship". 4. Group Formation and Brainstorming (12 minutes) 0. Divide students into groups of four. In each group, students first introduce themselves briefly and share their initial thoughts on the project topic. 0. Then, start the brainstorming session. Provide each group with a large piece of paper and markers. Ask them to write their group's opinion at the center of the paper. Then, branch out to write down reasons and examples. For example, if a group thinks friends should be a combination of similar and different, they might write "Similar interests make it easy to have fun together" as a reason and then give an example like "My friend and I both love painting, so we often go to art exhibitions together." Walk around the classroom to observe their brainstorming process, offer guidance, and encourage them to think creatively. 5. Data Collection and Outline Drafting (10 minutes) 0. In their groups, students start to collect data to support their ideas. They can use methods like interviewing other classmates, looking for relevant stories in English magazines or online articles, or referring to their own experiences. For instance, they might interview some classmates and ask questions like "Do you think your best friend is similar to you? In what ways?" 0. After data collection, they begin to draft an outline for their digital presentation. The outline should include an introduction (stating the opinion), the main body (presenting reasons and examples), and a conclusion. Remind them to use the vocabulary and sentence structures they've learned, such as "I believe that...", "For example,...", "be similar to", "be different from". 6. Presentation Plan and Class Wrap - up (10 minutes) 0. Each group discusses how they will present their content in the digital presentation. They decide on the layout, which pictures or graphs to use, and who will be responsible for which part of the presentation. 0. As the class is coming to an end, briefly summarize what has been done in this class. Emphasize the importance of each step in the project process, from brainstorming to creating an outline. 0. Assign homework: Students need to complete their digital presentations at home. They should make sure their presentations are visually appealing, have accurate English expressions, and effectively convey their views on the topic of friendship similarities and differences. 学科网（北京）股份有限公司 $$