Unit 3 Section A(1a～1e) &Pronunciation-【初中学霸创新题】2025-2026学年新教材八年级上册英语同步教案(人教版2024)

该教案聚焦比较级运用及字母“a,e,o”与组合“er,or,ir,ur,ear”的发音规则，通过展示名人图片导入，引导学生描述人物特征，激活已有词汇，为比较Ella和Emma搭建学习支架，梳理从描述人物到运用比较级的知识脉络。 特色在于情境化与游戏化教学，用音乐俱乐部和音乐节视频创设听说情境提升语言能力，拼图卡片游戏助力掌握发音规则培养学习能力，思维导图总结人物差异发展比较思维，融入“和而不同”文化意识。角色扮演与“Best Imitation Group”评选强化语音语调，助力学生提升语言运用与思维能力，为教师提供多样化活动设计参考。

英语八年级上册RJ版 教案 第一课时　Section A(1a～1e)&Pronunciation 一、教学内容 1．Talk about the similarities and differences between Ella and Emma. 2．Use comparatives to compare the two persons. 3．Talk about the pronunciation of the letters “a，e，o” and letter combinations “er，ir，or，ur，ear”，and feel the intonation in a sentence. 二、课时教学目标 Language Abilities ●Students will be able to master key vocabulary and sentence patterns，and correctly read and write them. ●Key words and phrases：fast，late，tall，lazy，loud，funny，outgoing，boring，short，quiet，early，slow，more hard－working，shy，play the Chinese flute better Key sentences： ①—Is Ella taller than Emma？　—No，she is shorter than Emma. ②She sings louder than Ella. Learning Abilities ●Learn to grasp key words，phrases，and sentences related to describing people. ●Learn to observe and analyze the characteristics of the two people in different aspects and describe them with appropriate comparative adjectives. ●Master the pronunciation rules of the short vowel /ə/ produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel /ɜː/ produced by letter combinations “er，ir，ur，ear”． Thinking Qualities ●Be able to use the thinking mode of comparison and contrast，find out the similarities and differences between the two people，and clearly express them through comparatives. ●Be able to summarize the pronunciation rules from numerous words，when discussing the pronunciation rules of the short vowel /ə / produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel /ɜː/ produced by letter combinations “er，ir，ur，ear”． Cultural Awareness ●Understand the connotations of friendship in different cultures and develop an inclusive mindset of “harmony without uniformity”—valuing their own cultural identity while respecting others' distinct traits. ●Recognize the dynamic nature of cultural awareness，thus cultivating cultural adaptability in relationships：achieving cross－cultural empathy via self－adjustment to build profound connections amid differences. 三、重点难点 重点： 1．Use appropriate words to describe the similarities and differences in an organized and logical manner. 2．Master the basic structures and usages of comparatives，including the changing rules of comparative forms of adjectives and adverbs. 3．Master the pronunciation rules of the short vowel /ə/ produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel /ɜː/ produced by letter combinations “er，ir，ur，ear”．Read sentences in right intonation. 难点： 1．Students are likely to confuse the comparative forms of some adjectives and adverbs，especially the irregular comparative forms，and may make mistakes when using them. 2．Students may struggle to remember different pronunciation rules and the corresponding words，which is challenging to memorize. 四、教学过程 Step 1　Lead-in(1a) The teacher shows some of celebrities' photos and asks students to describe the persons in the photos. T：Look at the picture. Who is he? What does he look like? S1：He is Mask. He is tall. T：What is he like? S2：He is brave. 【设计意图】通过展示名人图片导入新课，激发学生的学习兴趣，同时帮助学生认识目标语言。 Work on 1a 1．Ask students to match each word with its opposite in 1a. T：tall/short，big/small. These are two opposites. Here are some opposites in 1a.Can you find them? 2．Ask students to share the opposites and give more opposites they know. 3．Ask students to read the words and the teacher helps to correct their pronunciations if necessary. (The teacher lists the more opposites on the blackboard when students are sharing.) Step 2　Listening & Speaking(1b～1e) Work on 1b 1．Play two different videos for students. One video shows a scene of students participating in a music club：Students learn musical instruments，sing in chorus，and rehearse programmes in classrooms or practise rooms. The other shows a scene of students attending a music festival：Students are watching performances and interacting in a carnival-like atmosphere. T：What do these two videos show? 2．Ask students to listen to the conversations and complete 1b. T：Here are two conversations. Can you tell where the conversations take place? Listen to the conversations and tick the correct places. Work on 1c Ask students to listen to the conversations again and complete the sentences. T：Cheng Jie and Peter are going to perform in the coming music festival. But there are some problems. How do they solve the problems? Listen to the first conversation and fill in the blanks. T：After Peter and Chen Jie's performance，Mrs Brown came to praise them. Then，whose performance did she watch with Peter and Chen Jie? Listen to the second conversation and fill in the blanks. Work on 1d Ask students to listen to the conversations again and match the characters with the correct descriptions. T：How are Chen Jie and Peter different from each other? The twins Ella and Emma are giving a show. How are their performances? Listen and match the persons with the correct descriptions. Work on 1e 1．Ask students to summarize the differences between Ella and Emma using mind maps. 2．Ask students to make comparisons and introduce the differences according to the mind map they drew and the sentence patterns in 1e. 3．Choose two or three pairs of students to share their conversations. 【设计意图】通过创设两人对话情境的形式，学生能够熟练运用目标句型。 Step 3　Pronunciation & Speaking(1～2) 1．The teacher shows puzzle cards (each with letters or letter combinations written on them)，shuffles the pieces，and distributes them to students. The teacher plays the audio of the pronunciation /ə/.The students quickly find the puzzle pieces with letters or letter combinations that make the same sound as the one they hear (/ə/) and put the puzzle together. T：Look at these puzzle cards. Each card has some letters or letter combinations on it.I'll mix up these cards and give them out to you. Listen carefully! I'll play the sound /ə/.When you hear it，quickly find the cards with letters or letter combinations that make the same sound. Then，work together to put the puzzle back in one piece! 2．Ask students to observe the commonalities of these different letters and letter combinations，and then introduce the knowledge of phonetic symbol /ə/. T：Great job! Now，take a good look at the cards you've put together. What do these different letters and letter combinations have in common? Let's find out! You see，when these letters or letter combinations make this special sound，we use the phonetic symbol /ə/. 3．Ask students to read the two sounds /ə/ (as in “about”) and /ɜː/ (as in “bird”) and distinguish the differences between them. Work on 1 1．Ask students to listen to the recording and repeat after the recording. 2．Ask students to read all the words，and then check. 3．Ask students to add one more word according to the pronunciation in each group. Work on 2 1．Ask students to listen to the recording and repeat after the recording. Remind them of paying attention to the intonation in these sentences. 2．Ask students to practise and imitate the two conversations in pairs. Then，have several pairs to perform one by one and select the “Best Imitation Group”． T：Now let's see who can imitate the best. Please work in pairs and role－play the two conversations. One will be A，and the other will be B．Please pay attention to your intonation，pronunciation and emotion. 【设计意图】 通过跟读音标、对应单词以及对话并进行角色扮演，学生能有效地练习发音和句子的语调。 Step 4　Summary 1．Ask students to do the exercises about what they have learnt today. 2．Ask students to make a summary about what they have learnt today. 【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。 Step 5　Homework 1．Finish the task paper. 2．Extended：Draw a mind map to introduce the similarities and differences between you and your best friend. 五、板书设计 Unit 3　Same or Different? 第一课时　Section A(1a～1e)&Pronunciation 六、教学反思 学科网（北京）股份有限公司 $$