Unit 3 Same or Different Section B Vocabulary in Use  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 Vocabulary in Use   教学设计 The vocabulary list includes words like “alike” /əˈlaɪk/, which helps students express that two or more things share common features. For example, “The two sisters are alike in many ways, such as their love for reading and their gentle personalities.” “Mirror” /ˈmɪrə(r)/ not only has its literal meaning but is also used metaphorically in the context of friendship, like “A true friend is like a mirror, reflecting your best qualities.” Words like “interest” /ˈɪntrəst/ (both as a noun, e.g., “We share the same interest in music.” and as a verb, “The story interests me a lot.”), “novel” /ˈnɒvl/ (used when discussing hobbies related to reading, “She is always lost in a good novel.”), “difference” /ˈdɪfrəns/ (e.g., “There are some differences between our study habits.”), “humour” /ˈhjuːmə(r)/ (as in “He has a great sense of humour, which always makes us laugh.”), and “sense” /sens/ (in phrases like “a sense of humour” or “a sense of direction”) are introduced to help students describe friends' characteristics and the nature of their relationships. 教学目标 0. Develop students' reading skills. They should be able to understand texts about friendship, such as online posts or short articles, by using the newly learned vocabulary to extract key information about the similarities and differences between friends. 0. Strengthen students' writing abilities. Students are expected to write short paragraphs or essays about their own views on friendship, using the vocabulary to describe the similarities and differences between themselves and their friends, and support their opinions with relevant examples. 0. Improve students' speaking skills. Through pair - work, group discussions, and class presentations, students should be able to communicate their ideas about friendship, sharing their experiences and thoughts about friends' similarities and differences, using the learned vocabulary fluently and accurately. 0. Enhance students' listening skills. They should be able to understand conversations about friendship in real - life situations or listening materials, and identify the vocabulary related to similarities and differences, as well as the speakers' opinions on friendship. 教学重难点 0. Distinguishing between words with similar meanings. Some words, such as “alike” and “similar”, “honest” and “frank”, have subtle differences in meaning and usage. Teachers need to provide enough examples and exercises to help students understand these differences and use the words accurately. 0. Encouraging students to use the vocabulary in a natural and flexible way in real - life communication. Students may find it difficult to spontaneously incorporate these new words into their daily conversations. Teachers can create more real - life - like scenarios, such as role - playing different friendship situations, to help students practice using the vocabulary in context. 0. Guiding students to think deeply and critically about friendship through the vocabulary. Students may tend to have simple and one - sided views on friendship. Teachers need to lead them to analyze different aspects of friendship, such as the advantages and disadvantages of having similar or different friends, using the vocabulary to express their complex thoughts. 0. sense /sens/n. 理解力；感觉 v. 意识到；感觉到. E.g., She has a good sense of balance. / I sense that something is wrong with him today. 0. less /les/adj. 较少的；更少的 adv. 较少地；更少地 pron. 较少；更少. E.g., We should spend less time on playing games. / He eats less meat than before. 0. straightforward /ˌstreɪtˈfɔːwəd/adj. 坦率的；简单的. E.g., His straightforward manner made him popular among his classmates. 0. opinion /əˈpɪnjən/n. 看法；意见. E.g., What's your opinion on this new movie? 0. honest /ˈɒnɪst/adj. 坦诚的；诚实的. E.g., An honest person always tells the truth. 0. direct /daɪˈrekt/adj. 率直的；直接的. E.g., Give me a direct answer without beating around the bush. 0. similarity /ˌsɪməˈlærəti/n. 相似之处. E.g., There are several similarities between these two poems. 0. friendship /ˈfrendʃɪp/n. 友谊；友情. E.g., Their friendship has lasted for decades. 0. metre /ˈmiːtə(r)/n. 米. E.g., The rope is about five metres long. 0. prince /prɪns/n. 王子. E.g., In the fairy - tale, the prince saves the princess. 0. character /ˈkærəktə(r)/n. 人物；个性. E.g., The main character in this story is very brave. 0. pauper /ˈpɔːpə(r)/n. 贫民；乞丐. E.g., The pauper begged for food on the street. 0. exchange /ɪksˈtʃeɪndʒ/v. & n. 交换. E.g., We exchanged phone numbers before we parted. / Let's have an exchange of ideas. 0. accident /ˈæksɪdənt/n. 意外；(交通) 事故. E.g., He had a minor accident on his way to school. 0. expect /ɪkˈspekt/v. 预料；期待. E.g., I expect to receive a letter from my pen - pal soon. 0. silver /ˈsɪlvə(r)/adj. 银色的 n. 银. E.g., She wore a beautiful silver necklace. / Silver is a precious metal. 0. situation /ˌsɪtʃuˈeɪʃn/n. 情况；状况. E.g., The economic situation is getting better. 0. reach /riːtʃ/v. 伸手；达到. E.g., She reached for the book on the top shelf. / We finally reached our destination. 0. touch /tʌtʃ/v. 触动；触碰. E.g., His story touched everyone's heart. / Don't touch the exhibits in the museum. 教学过程 1. Warming - up (5 minutes) 0. Activity: Start the class by showing two pictures on the PPT. One picture shows two girls with similar appearances, both having long hair and wearing the same - style dresses, chatting happily. The other picture shows two boys with different looks, one is tall and thin while the other is short and stout, playing basketball together. Ask students to describe the pictures briefly, using some simple adjectives they already know, like “tall”, “short”, “happy”. Then, write the title “Same or Different” on the blackboard and pose the question: “When we talk about friends, should they be the same or different? And what words can we use to describe them?” 0. Purpose: This activity aims to arouse students' interest in the topic and activate their prior knowledge related to describing people. By looking at the pictures and answering the question, students can quickly get into the learning context of this class, which is about vocabulary related to similarities and differences. 1. Vocabulary Introduction (10 minutes) 0. Activity: 3. Present the new vocabulary words one by one on the PPT. For each word, show an example sentence and an illustration. For example, when teaching “alike” /əˈlaɪk/, show a picture of two twin sisters and the sentence “The twin sisters look alike.” Explain that “alike” means having the same or similar qualities. For “mirror” /ˈmɪrə(r)/, not only show a picture of a real mirror but also give a sentence like “A true friend is like a mirror, reflecting your best qualities.” to introduce its metaphorical use in the context of friendship. 3. Use flashcards with words on one side and definitions or pictures on the other side. Divide the class into two groups. Show a flashcard, and the first student from each group who raises their hand can answer. If the answer is correct, their group gets a point. Words can include “interest” /ˈɪntrəst/ (both as a noun, “I have an interest in painting.” and as a verb, “The documentary interests me a lot.”), “novel” /ˈnɒvl/, “difference” /ˈdɪfrəns/, “humour” /ˈhjuːmə(r)/, “sense” /sens/ (in “a sense of humour”), “less” /les/, “straightforward” /ˌstreɪtˈfɔːwəd/, “opinion” /əˈpɪnjən/, “honest” /ˈɒnɪst/, “direct” /daɪˈrekt/, “similarity” /ˌsɪməˈlærəti/, “friendship” /ˈfrendʃɪp/. 0. Purpose: The visual aids and example sentences help students understand the meaning of new vocabulary more vividly. The flash - card game makes the vocabulary - learning process more interactive and competitive, which can effectively attract students' attention and help them remember the words better. 1. Vocabulary Practice (15 minutes) 0. Activity: 5. Conduct a “Word - building” activity. Write some root words on the blackboard, such as “differ” (for “difference” and “different”), “simil” (for “similar” and “similarity”), “friend” (for “friendship”). Ask students to come up with as many related words as they can in 3 minutes. Then, each group shares their results, and the group with the most correct words wins. 5. In 2a, show the word snake on the PPT. Explain the task: students need to find the hidden words in the word snake and match them with the corresponding definitions. Give them about 5 minutes to complete this task. Walk around the classroom to offer help if students have difficulties. After they finish, check the answers together. The words can be “shy” (being afraid to speak in front of people), “outgoing” (being friendly and liking to meet people), “lazy” (not wanting to work or be active), etc. 5. For 2b, distribute handouts with sentences. The sentences are about different topics, like population, weather, free time, etc. For example, “The ______ of Shanghai is very large.” “I like to read books in my ______ time.” Students need to choose the appropriate words from the given word bank (words like “population”, “spare”, “pleasant”, “difference”, etc.) to fill in the blanks. Let them work individually first and then check answers in pairs. 0. Purpose: The “Word - building” activity helps students understand the relationship between words and expand their vocabulary in a systematic way. The exercises in 2a and 2b allow students to practice using the new vocabulary in different contexts, strengthening their understanding and memory of the words. 1. Group Discussion and Presentation (10 minutes) 0. Activity: 7. Divide the class into groups of 4 - 5. Pose a discussion topic: “Describe your best friend. What are the similarities and differences between you and your friend? Use the words we have just learned.” Each group needs to have a discussion for about 5 minutes. Encourage them to use as many new vocabulary words as possible. For example, “My best friend and I have many similarities. We both have a great interest in reading novels. However, there are also differences. I am a bit shy, while she is more outgoing and straightforward.” 7. After the discussion, each group selects a representative to give a presentation in front of the class. The representative should summarize the group's discussion results, focusing on the similarities and differences between friends and the vocabulary used. Other groups listen carefully and can ask questions or give comments. 0. Purpose: The group discussion and presentation provide students with an opportunity to apply the vocabulary in real - life - like communication. By sharing their experiences and ideas, students can not only improve their speaking skills but also learn from each other and further deepen their understanding of the vocabulary and the topic of friendship. 1. Summary and Homework (5 minutes) 0. Summary: Briefly summarize the key vocabulary words learned in this class, including their meanings, usages, and some common collocations. For example, review “be similar to”, “be different from”, “in my opinion”, “a sense of humour”. Emphasize the importance of using these words correctly to describe similarities and differences. Also, summarize the main points of the group discussions, highlighting different views on friendship and how vocabulary helps to express these views. 0. Homework: 10. Ask students to write a short passage about their two friends, one who is similar to them and the other who is different. They should use at least 8 new vocabulary words learned in this class. For example, “I have two good friends. Lily is similar to me. We share the same interest in music and both have a great sense of humour. On the contrary, Tom is quite different from me. He is more straightforward and likes outdoor activities, while I prefer staying at home reading novels.” 学科网（北京）股份有限公司 $$