Unit 3 Same or different Section A (a-1e教学设计2026-2027学年人教版英语八年级上册

Unit 3 Same or different Section A (1a-1e) 第一课时 (教学设计） 一、教学目标 1、学生能听懂、会说本课用来比较人物特征的词语和短语，如 taller、shorter、longer hair、more outgoing、shyer、louder、better 和 works harder，并能说出它们对应的反义词。 2、学生能借助两次听力获取对话发生的地点和人物信息，完成 1b 勾选地点、1c 补全句子和 1d 人物与特征配对的任务。 3、学生能用"比较级 + than"和 "Who … better, … or …?" 就身边同学的不同之处进行简单的比较问答（对应 1e）。 二、教学重难点 教学重点：形容词和副词比较级的基本构成与用法（taller、longer hair、more outgoing），以及询问和表达"谁更……"的句型 Is … taller than …? 和 Who sings better?。 教学难点：单音节词加 -er（taller、shyer、longer）与多音节词用 more + 原级（more outgoing）的取舍，比较级后面要加 than 不能漏，以及在听力里听懂并抓住表示比较的信息。 三、教学工具 多媒体课件、课文录音、人物特征图卡（高/矮、外向/害羞、长头发、大嗓门）、比较级词卡（taller、shorter、longer、more outgoing、louder、better）、用于匿名投票的小纸条，以及黑板。 四、教学过程 Step 1 Lead-in (3 mins) I show the unit picture and ask: Look at these two girls. Are they the same or different? I take a handful of quick answers and give no correction at this stage. Then two questions: Who is taller? Who has longer hair? Students shout out guesses, and I write "Same or Different?" on the board. [Purpose] Get everyone talking from the first minute and stir up the words we will need. Step 2 1a — Match the opposites (5 mins) Students work in pairs to match each word with its opposite: fast–slow, tall–short, shy–outgoing, late–early, lazy–hard-working, loud–quiet, funny–boring. I read a word, the class claps once and says the opposite. Only the pairs are checked here, no grammar yet. [Purpose] Clear the new words first so listening later is not blocked by vocabulary. Step 3 Listening 1b–1d (12 mins) First listen: students tick where each conversation takes place — the music club or the music festival (1b). Second listen: they complete the two sentences about Peter and Chen Jie, and about Mrs Brown (1c). I replay the hard parts once. Third listen: match each person to the right line — Chen Jie plays the Chinese flute better, Emma is taller and has longer hair, Peter is more outgoing, Ella sings louder and dances better (1d). [Purpose] Train students to pick out comparison words while listening, not to catch every word. Step 4 1e — Make comparisons (10 mins) Using 1d, students ask and answer in pairs: Is Ella taller than Emma? No, she is shorter than Emma. Who dances better, Ella or Emma? On the board I put -er words (taller, shorter, longer, louder) on the left and the more words (more outgoing) on the right, so they see when to add -er and when to use more. I drill the ending sounds: taller, shyer, longer. [Purpose] Move from understanding the comparisons to saying them out loud. Step 5 Wrap-up & Homework (5 mins) I point back at the title and ask two students to tell the class one way they are different from a friend. Homework: each student writes three simple sentences comparing themselves with a friend, using -er or more, then reads them to a partner next class. [Purpose] Close the loop with the big question "How are we different?" and keep the writing light. 五、板书设计 中央写课题 Same or Different?。左侧列反义词对：tall/short、shy/outgoing、fast/slow、lazy/hard-working。右侧列比较级句型：A is taller than B. / Who sings better, Ella or Emma?。右下角用红笔标注规则：短词加 -er（taller），长词用 more（more outgoing），比较级后面加 than。 六、教学反思 图卡和"拍手说反义词"这一招把后排几个平时不开口的学生带了起来，他们抢着答 fast 配 slow，课堂气氛比预想的好。听力放三遍的节奏也合适，学生第二遍基本能补全句子，没有出现大面积空白。 不足是 -er 和 more 的取舍还是容易混，有学生写出 more tall，than 也常被漏掉，下次要在板书上把"短加 -er、长加 more、后面配 than"单独带读一遍再让他们动笔。匿名比较学生身高的热身环节时间略超，挤占了 1e 的操练，下节课可以把导入压到两分钟，把时间留给比较句的口头练习。 学科网（北京）股份有限公司 $