Unit3 Same or Different SectionB(3a-3c)教学设计2025-2026学年人教版八年级英语上册

附件： 教学设计 课程基本信息 课题 Unit3 Same or Different? Section B (3a-3c) (读写课) 课型 新授课 学科 英语 年级 八年级 学段 初中 版本章节 人教版八年级上册 教学目标 1.能通过阅读 Rose 对友谊看法的回复帖文，梳理文章结构，学习“OREO"写作方法，列出Rose在回复贴中对应“观点—理由—示例”的内容要点，体会 “朋友无论相似与否都有价值” 的内涵。（学习理解） 2.能在小组分享、同伴互动中，运用所学词汇（如 funny, quiet）和比较级语法（funnier/quieter than)及阐述观点（如 I think that...）及举例（如 For example...）的句型，仿照 Rose 的分享贴结构，结合自身交友经历表达对友谊的看法，展现思辨能力与语言应用能力。（应用实践） 3.能通过组内互助、全班互动，围绕 “如何理解朋友的异同” 主题，能够结合自身实际，迁移运用“OREO"写作方法，清晰地阐述个人观点和理由并举例论证，完成回帖撰写。（迁移创新） 教学重难点 教学重点：知道回复贴文“观点 — 理由 — 例子” 的语篇结构，能从语篇中提取人物特点，性格对比朋友间的异同，模仿该文章进行关于友谊回复贴的写作。 教学难点：教师引导学生通过读来发现写的规律，还要通过写来加深对阅读内容的理解；写作过程中熟练提取支撑论点的相关理由及例子的词汇及句型表达。 学情分析 八年级学生通过一年多的初中英语学习，在英语知识方面有了一定的英语学习基础，但是随着知识点的增多和难度的加大，学生对英文写作有畏难情绪；学生学会了基本的描述人物特征的形容词，具备了一定的文本阅读与信息提取能力，但还未掌握比较级、同级比较的基本形式（如 funnier, as quiet as 等）迁移运用能力弱；同时，学生对 “友谊” 话题兴趣浓厚，乐于通过小组合作、同伴互动分享个人经历。但在语篇中灵活运用比较结构、清晰有条理地阐述 “朋友异同” 的观点并写作时，可能存在 “语言表达不流畅、逻辑不够清晰” 的问题，需通过互动式支架活动（如小组互查、同伴互评、组间竞赛）引导 教学准备 PPT, 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Step I. Lead-in Watch a video 1.Greetings 2.Play a song about comparing friends and ask. “What’s the video about？”Then lead to the topic Unit3 Same or Different? Then show the learning objectives. 1. To arouse students' interest in English learning, let them get into the best condition with a relaxed circumstance. 2.To make the basis for the teaching of passage and new knowledge through a song . 3.Watching a video, activate cultural background, then lead the new points in an vivid language context. 与比较级有关的句型结构的歌曲剪辑，跟唱会就能模仿运用于写作中 Step2. Pre-reading 看图并利用提示单词、短语造句，熟悉课文内容 Show the picture on Matt’s and Diana’s opinions on the forum about friends should be similar or different,then lead students to read Rose’s post. The content today have a link to what the students learn last class.To review the comparative forms for reading and writing. 图片创景造句，编句子感知课文内容 Step3. While-reading 读课文完成阅读任务 1.Fast reading Task 1.Skimming the text and finding out Rose's opinion. Let students watch a video about Rose’s post .And ask“Is Rose’s opinion the same as or different from Matt’s and Diana’s?”Then let students to find out the reasons from the passage quickly and get the main ideas . Task2. The teacher leads students to think about how Rose support(支持) her own idea,and offer the choices. 2.Careful reading Task3. Read the second part, find out what Rose say about her friend,then fill in the blanks. The teacher leads students to find out Rose takes her two friends for example to support her opinion on she doesn’t care the similarities and differences of friends,and make students know the ways to compare people from people’s personality and strength Task 4 Let the students read the last paragraph and translate the sentences in group and accumulate some sayings. Task 5 (1)Offer the structural drawing of the passage to make students choose in order to get the structure of the passage. (2)Make students think Rose how to organize her post by hamburger diagram Step4.Post-reading Task6 Make students retell the text according to the key words.,and further understand the method of“OREO”writing. The content today have a link to what the students learn last class.To review the comparative forms for reading and writing. To show the main character, predict Rose’s opinion. To design different reading missions and provide relative guidance in order to improve students' reading habit. To foster students' ability of finding the passage's theme through fast reading. To consolidate students' understanding about the expression of people’s personality and strength to support Rose’s opinion. To check students' ability of finding the details through all kinds of tasks. To foster students' cooperation ability through the exploration of complex sentences. According to the structural drawing and hamburger diagram,the students understand the post’s structure,know how to use“OREO”writing to reply the post. Through retelling activities, students are encouraged to internalize the target language (comparative expressions and sentence patterns for expressing opinions) in the discourse, and deepen their understanding of Matt's and Diana's views on friendship. 利用汉堡图片展示文章结构 Step4 writing Step5. Pre-writing Set up a language situation of school radio station to share the story between friends and students. Task 7 Make students think about how to introduce a story about their good friend according to the contents above and lead them to form the thoughts to compare people by mind-map.And offer some useful phrases for comparing people.Then The teacher leads students to sing along with the video in order to reduce the difficulty of writing by ask“What can we get if we are similar to/ different from our friend?” Step6.While-writing Task8 Make students finish3b.The teacher set two kinds of task, for the students of level A and level B,they use personal experiences to support your opinion.For the students of level C and level D,they can fill in the blank by the contents the teacher offers. Task9 (1)Make students finish3c. (2)Let the students share their writing. Step7. Post-writing （1）Make students to check their articles according to the checklist. （2）Summary.(the teacher leads students to recall what they learned this class by sketch map.) (3)Make students’ thoughts further by two short videos about what friendship is and accepting the differences among friends Discussions between desk-mates can expand their thinking, allow them to learn from and help each other, for writing. The students accumulate these phrases for writing Because the students haven’t mastered the comparative degree,through video the students can have s sense of the grammar.And they can remember some expressions about the similarities and differences between friends by a song. There is an input, there is an output. Under the basis of students' input, let students form a structure of writing to check their learning outcome. Meanwhile, it could let them know the passage deeply. Improve the students' ability to use language by writing practice Because of vocabulary and the abilities the students accept knowledge,reduce the difficulty to fill in the blank Check the students whether learn“OREO”writing and reply a post about comparing people’s similarities and differences. Using evaluation scale to write properly with standard ways and make students know weather they reach their goals in class. Make students set up right opinion about friendship. 利用汉堡图让学生知道写作的结构，及思维导图扩宽学生的写作思路 作业设计 Homework ① Must-do 必做 Finish your writing and exchange with your partner to polish it. ② Choose to do 选做 Write a short passage about “My friend and I?”(The students need to apply personal experiences to support their opinion,then finish the composition using“OREO" writing for level A and level B.And the students must write a sentence each at least for the sentences of opinion,reason,example for level C and D.) 板书设计/课堂小结 教学反思 1. 时间分配调整，写作时间需要留够15分钟，让学生展示，教师评价反馈 2. 分层写作的要求需要更具体。 学科网（北京）股份有限公司 $