Unit 3 Same or Different Section B (3a～Project) 教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦Unit 3 Same or Different Section B的交友观对比阅读与回复帖写作，通过友谊主题视频导入激活话题，回顾Section A比较级和Section B 1a~2c的两篇帖子，引导学生预测Rose观点搭建阅读支架，衔接后续写作与项目活动。 特色在于对比阅读三种交友观培养思维品质，写作五步法结合具体事例支架提升语言能力，成长变化图表项目促进学习能力发展。如阅读对比Matt（同）、Diana（异）、Rose（包容）的观点，写作引导用个人经历论证，项目用比较级描述成长。助力学生提升读写与思维，为教师提供清晰教学路径与分层建议。

Unit 3 Same or Different Section B (3a~Project) 教案 2026-2027学年英语人教版（2024）八年级上册 课题 Unit 3 Same or Different Section B (3a~Project) 课型 读写课 + 项目活动 年级 八年级上册 课时 第5课时（45分钟） 教材版本 人教版（2024） 主备人 教学方法 PWP阅读教学法、过程写作法、任务型教学法、合作学习 学情分析 学生已在Section A学习了比较级和人物描述，Section B 1a~2c阅读了关于朋友是否应该相同的两篇帖子，掌握了一定的比较词汇和表达。本课进入读写结合阶段，学生需要在阅读理解的基础上完成写作输出，并通过项目活动综合运用比较级进行自我成长描述。阅读中Rose的帖子观点与1b的Matt和Diana不同，需要学生对比分析不同的交友观。写作环节要求学生用比较级和事例支撑观点，对部分学生有一定难度，需提供充分的支架。 教学目标 1. 语言能力：能读懂关于交友观的论坛帖子，理解Rose的观点及其与Matt/Diana的异同；能掌握care、reach、touch等核心词汇的用法；能运用比较级和事例支撑写一篇关于交友观的回复帖。 2. 学习能力：通过对比阅读培养批判性思维；通过五步写作法培养结构化写作能力；通过项目活动培养自我反思和合作学习能力。 3. 思维品质：辩证看待朋友之间的相似与差异，理解"真正的友谊在于互相关心和支持"这一核心观点。 4. 文化意识：理解不同文化背景下交友观的多样性，尊重个体差异。 教学重难点 重点：1. 理解Rose的交友观并与Matt/Diana对比；2. 掌握回复帖的写作结构（五步法）；3. 用比较级和事例支撑观点进行写作。 难点：1. 用具体事例（personal experience）论证观点而非泛泛而谈；2. 在写作中自然运用比较级句型；3. care、reach、touch的一词多义辨析。 一、教学过程 Step 1 Warming up — 视频导入，激活话题（5分钟） 【教师活动】T: Good morning, class! Before we start, let's watch a short video about friendship. While watching, think about this question: What makes a good friend? 【学生活动】Ss: (学生观看视频，思考问题) 【教师活动】T: Now discuss with your partner: What makes a good friend? Is it better to have friends who are similar to you, or friends who are different from you? 【学生活动】Ss: I think similar friends are better because we share the same hobbies. / I think different friends are better because we can learn from each other. 【教师活动】T: Last lesson we read Matt's and Diana's opinions. Let's review them quickly. 【学生活动】Ss: Matt thinks a friend is like a mirror — you should share the same hobbies. Diana thinks friends who are different make her better. 【过渡语】今天我们要读第三位朋友Rose的帖子，看看她对朋友是否应该相同的看法。然后我们要学习如何写一篇回复帖，表达自己的交友观。 【过渡语】现在，让我们先来进行阅读活动，对比Rose与Matt和Diana的观点。 【过渡语】阅读后，我们将进入写作环节，学习如何清晰表达自己的交友观。 ▶ 3a 核心问题讨论 【教师活动】T: Before reading, let me ask you: What do you think makes Rose's opinion special? What is different about her view compared to Matt and Diana? 【学生活动】Ss: Maybe Rose doesn't choose one side. She accepts both similar and different friends. 【教师活动】T: Good prediction! Let's read and find out. Step 2 Reading — 3a读帖对比，3b观点表达（15分钟） ▶ 3a 阅读Rose的帖子 对比观点 【教师活动】T: Now read Rose's post in Activity 3a. Pay attention to: Is Rose's opinion the same as Matt's and Diana's? What are her two best friends like? What matters most to Rose? 【学生活动】Ss: Rose's opinion is different from both Matt and Diana. She accepts friends who are either similar or different. 【教师活动】T: Right! Rose takes a more balanced view. Now, what are her two friends Lily and Lucy like? 【学生活动】Ss: Lily is funnier and cheers Rose up when she is upset. Lucy is quieter and is a good listener for Rose. They have quite different personalities! 【阅读策略】对比阅读 将Rose的观点与Matt（朋友像镜子，偏好相似）和Diana（不同朋友让人更好）进行对比，帮助学生理解三种不同的交友观：Matt偏重"同"，Diana偏重"异"，Rose则持开放包容的态度。这种对比阅读是本节课的思维训练重点。 【教师活动】T: Now, what matters most to Rose? 【学生活动】Ss: What matters most to Rose is that true friends care for each other and are ready to help one another, not whether they share similarities. 📌 知识点：Rose的核心观点：真正的友谊在于互相关心和支持（care for each other, help one another），而非相似或不同（not whether they share similarities）。这为后续写作提供了论点基础。 ▶ 3b 表达个人观点 用事例支撑 【教师活动】T: Now it's your turn! What is your opinion? Do you prefer similar friends, different friends, or both? Use personal experiences to support your opinion. Look at the example on the slide. 【学生活动】Ss: (学生思考并口头表达自己的观点和事例) 【教师活动】T: I heard some great ideas. Some of you prefer similar friends because you share hobbies. Others prefer different friends because you can learn new things. Now, let's learn how to write your opinion in a structured way — a reply post to Rose. 【教学难点突破】用事例支撑观点 学生容易泛泛而谈"朋友应该互相帮助"，缺乏具体事例。教师应引导学生从"性格/爱好/具体事件"三个维度提供事例。例如：不说"My friend helps me"，而是说"When I was nervous about the math exam, my friend Li Hua stayed with me and explained every problem patiently." 【过渡语】现在我们已经明确了Rose的观点，也表达了自己的看法。接下来，让我们学习如何把想法写成一篇结构清晰的回复帖。 Step 3 Post-reading — 写作五步法指导（10分钟） 【教师活动】T: Before we write, let's learn how to structure a reply post. Look at the five steps. 【教师活动】T: Step 1 — Opening: State your opinion clearly. Do you agree or disagree with Rose? Step 2 — Transition: Briefly explain your reasons. Step 3 — Examples: Use personal experiences to support your point. Step 4 — Details: Add specific scenes, emotions, and actions. You can also ask Rose a question to create interaction. Step 5 — Closing: Restate your view, thank Rose, and express your wish to continue the discussion. 【学生活动】Ss: (学生记录五步法要点) 📌 知识点：回复帖写作五步法：1. 开头→亮明观点（回应Rose）；2. 过渡→简述理由；3. 事例→亲身经历论证；4. 细节→场景/情绪/互动提问；5. 结尾→重申观点+感谢+交流意愿。 Step 4 Writing — 3c写作实践（12分钟） 【教师活动】T: Now use the template to write your reply. Remember the five steps. Let's first look at a sample. 【教师活动】T: Notice how the sample: 1. States the opinion clearly in the first sentence; 2. Explains the reason (differences make friendship more meaningful); 3. Gives a specific example (Mia, outgoing, helps with speeches); 4. Adds details (when nervous, she encourages me, I share books in return); 5. Ends with a summary (what truly matters is understanding and support). 【教师活动】T: What comparatives can you find in the sample? Please underline them. 【学生活动】Ss: More meaningful, more outgoing, braver — these are all comparatives! 【教师活动】T: Very good! Now, what transitional words does the writer use to connect ideas? 【学生活动】Ss: "For example" to introduce the example, and "To me" to express personal opinion. 【学生活动】Ss: (学生参考模板和范文，用8-10分钟独立完成写作) 【教师活动】T: While writing, pay attention to: using comparative forms (more outgoing, braver, more meaningful), giving specific examples, and organizing your ideas in the five-step structure. 【教师活动】T: Now let's share some of your writings. Who would like to read theirs? 【学生活动】Ss: (2-3名学生朗读自己的回复帖，教师点评) 【写作评价标准】 1. 观点明确（是否回应了Rose）；2. 事例具体（是否有真实的个人经历）；3. 比较级运用（是否正确使用了比较级）；4. 结构完整（是否包含五步）。 【过渡语】写作环节结束。接下来让我们进入项目活动，用比较级来描述自己进入初中以来的成长变化。 Step 5 Project — 成长变化图表（8分钟） 【教师活动】T: Now let's move to the project part. Since we entered junior high school, we have all changed a lot. Let's create a growth chart! 【教师活动】T: Look at the five areas: Physical (height, weight, strength), Mental (confidence, independence), Study (subjects, grades, methods), Sports (fitness, skills), and Other (personality, hobbies, friendship). Choose 2-3 areas and describe your changes using comparatives. 【教师活动】T: For example, in the Physical area, you might say: "I am taller than last year." Or "I am stronger than before." What about you? 【学生活动】Ss: I am taller and stronger than before. / I am more confident now. / I study harder than last year. 【教师活动】T: Now look at the sample in the textbook. Let's read it together. 【学生活动】Ss: "From my growth chart, I learn that small efforts can bring great changes to me. I become braver and more hard-working than before. I think my classmate Lily changed the most. She was shy and silent last year, but she takes every chance to speak in class now and makes many new friends." 📌 知识点：成长变化描述常用表达：I become more + adj. than before. / I used to be..., but now I am more... / I am not as... as I used to be. / Compared with last year, I am... / The biggest change is that... 【过渡语】通过项目活动，我们回顾了自己的成长。现在让我们进行反思，回顾本单元所学内容。 Step 6 Reflecting — 反思与总结（3分钟） 【教师活动】T: Before we finish, let's reflect on what we learned. Look at the four questions. 【教师活动】T: Question 1: What words can you use to make comparisons? Question 2: How can we benefit from similarities and differences? Question 3: How should you treat people who are different? Question 4: Is being different a good thing? Discuss with your partner for 2 minutes. 【学生活动】Ss: We can use taller, shorter, more outgoing, funnier, quieter, braver, more hard-working, etc. / Similarities bring shared interests, differences bring new ideas. / We should respect differences, not judge others. / Yes, being different makes us unique and helps us grow! 【过渡语】反思之后，让我们聚焦本节课的三个核心语言点——care、reach和touch，它们都是文章中出现的重点词汇。 Step 7 Language Points — 核心词汇精讲（5分钟） ▶ 1. care 的多重含义 【教师活动】T: Look at the sentence from the text: "I don't really care if my friends are similar to or different from me." Here "care" means "在意、在乎". But "care" has other meanings too. 【学生活动】Ss: care 作动词：在意、关心（care about）；care 作名词：小心、照顾（take care of = look after = 照顾） 📌 知识点：care 用法总结：① v. 在意/关心 I don't care what others think. ② n. 小心 Take care! ③ n. 照顾 take care of / care for。辨析：care about = 在意/关心；care for = 照顾/喜欢。 ▶ 2. reach 的一词多义 【教师活动】T: From the text: "A true friend reaches for your hand and touches your heart." Here "reach for" means "伸手去帮/够". Let's look at all meanings of "reach". 【学生活动】Ss: reach ①伸手 reach for → "reach for one's hand" 伸手帮某人；②到达 reach the school；③联系 reach sb by phone 📌 知识点：reach for = 伸手触碰/去够某物；reach for one's hand = 伸手帮某人一把。注意与 arrive at / get to 的区别：reach 直接加地点，arrive at+小地点/arrive in+大地点，get to+地点。 ▶ 3. touch 的用法 【教师活动】T: Still from the same sentence: "touches your heart". "Touch" is a very useful word. It can mean "触动、感动" or "触碰". 【学生活动】Ss: touch ①v. 触动/感动 touch one's heart 打动某人的心；②v. 触碰 Don't touch it!；③n. 联系 keep in touch 保持联系 📌 知识点：touch one's heart = 打动某人的心（情感层面）；keep/stay in touch with sb = 与某人保持联系；get in touch = 取得联系。注意区分 touch（触碰）和 reach（伸手够到）。 【过渡语】语言点讲解完毕。现在让我们通过课堂练习来检验今天的学习效果。 Step 8 Exercises — 课堂练习（5分钟） 【教师活动】T: Let's do some exercises to check what we've learned. First, four multiple choice questions. Then, four sentence completion questions. 【教师活动】T: Let's check the answers. Multiple choice: 1. C (or), 2. B (quieter), 3. A (laugh, make sb do), 4. C (situation). Sentence completion: 1. touched my heart, 2. reached for, 3. care about, 4. different from. 【学生活动】Ss: (学生核对答案，纠正错误) 【易错提示】make sb do / situation 第3题 make sb do sth 是固定结构，不加to。第4题 situation 意为"情况、处境"，in this situation = 在这种情况下。不要与 condition（条件/状况）、environment（环境）混淆。 【过渡语】练习完成。现在让我们一起回顾本节课的核心内容，并布置今天的作业。 Step 9 Summary & Homework — 总结与作业（2分钟） 【教师活动】T: Let's summarize what we learned today. 【教师活动】T: Today we: 1. Read Rose's post and compared her opinion with Matt's and Diana's — she accepts both similar and different friends. 2. Learned the five-step writing structure for a reply post. 3. Practiced writing with personal experiences and comparatives. 4. Created a growth chart to describe our changes since junior high school. 5. Learned three key words: care, reach, and touch. 【教师活动】T: Which part of today's lesson do you find most useful? 【学生活动】Ss: The five-step writing structure helps me organize my ideas. / The growth chart makes me think about how I've changed. 【学生活动】Ss: 最重要的一句话：True friendship lies in mutual care and support, not in similarities or differences. 【教师活动】T: Homework: 1. Recite the key words and sentences of this lesson. 2. Preview the next lesson. 3. Finish your reply post if you haven't completed it in class. 二、板书设计 Reading（阅读） Writing（写作） Key Language Points Rose: both similar & different friends Lily: funnier, cheers up Lucy: quieter, listens Core: care & support > similarities/differences Reply Post 五步法 1. Opening → state opinion 2. Transition → reasons 3. Examples → personal exp. 4. Details → scene/emotion → ask a question 5. Closing → restate + thanks Comparatives: more + adj. -er (taller, funnier) care: v.在意/n.照顾 → take care of reach: 伸手/到达/联系 → reach for reach vs arrive vs get to touch: 触动/触碰/联系 → touch one's heart → keep in touch 三、教学反思 1. 阅读环节：三篇帖子（Matt/Diana/Rose）的对比阅读是本节课的思维训练重点。学生通过对比三种交友观，培养了批判性思维能力。教学中注意引导学生关注"观点—理由—事例"的论证结构，为后续写作做铺垫。 2. 写作环节：五步写作法为学生提供了清晰的写作框架，但学生容易在"事例支撑"这一步泛泛而谈。建议在课堂上展示正反例对比，让学生直观感受"具体事例"与"空泛论述"的差异。 3. 比较级运用：学生在写作中运用比较级时，容易出现"more + 原级"与"-er"形式混淆的问题。建议在写作前快速复习比较级变化规则，并提醒学生在写完后再检查一遍比较级形式。 4. 项目活动：成长变化图表（Project 4a-4d）将语言学习与自我反思结合，学生参与度高。但课堂时间有限，建议将4c制作图表和4d分享作为课后延伸任务，课堂上重点完成4a和4b的讨论。 5. 词汇教学：care、reach、touch三个词都是一词多义，且用法灵活。教学中采用了"语境中感知→归纳→练习"的路径，符合词汇教学规律。建议在后续复习中通过完形填空或选词填空进一步巩固。 6. 分层教学建议：基础较弱的学生重点掌握care、reach、touch的基本用法和比较级写作；基础较好的学生可以在写作中增加更多细节描写和互动提问，使回复帖更生动。 7. 情感教育：本节课的核心价值观——"真正的友谊在于互相关心和支持，而非相似或不同"——与青春期学生的实际交友困惑密切相关。可以在课堂讨论中适当引导学生分享自己的交友经历，增强情感共鸣。 8. 课后延伸：建议布置学生将课堂写作的回复帖修改完善后，在班级英语角或学习平台上发布，模拟真实的论坛交流情境，增强写作的真实感和成就感。 学科网（北京）股份有限公司 $