Unit 3 Same or different Section A ( Grammar Focus 3a–3c) 第三课时 (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 ( Grammar Focus 3a–3c) 第三课时 (教学设计） 一、教学目标 1、学生能认读并归纳形容词、副词比较级的构成规则（taller、shorter、earlier、more colourful、better）。 2、学生能用“A is ...-er/more than B”和“as ... as”比较两个人或两座城市的不同。 3、学生能用括号所给词把比较级写成问句并作否定回答，完成 3b、3c 练习。 二、教学重难点 重点：比较级的构成（单音节加 -er、多音节前加 more、不规则 better）与“比较级 + than”句式。 难点：判断单音节与多音节词，不要同时加 -er 和 more；as...as 中间用原级；比较级问句 Is/Are...than? 的问答保持一致。 三、教学工具 PPT、黑板与词卡（large、small、much、warm、cool）、广州—芝加哥数据表打印件、比较级不规则变化小卡（good→better，bad→worse）。 四、Teaching Procedures Step 1: Lead-in (3 mins) 1、Write two names on the board, Emma and Ella, and ask: Who is taller? Help students say "Emma is taller than Ella." 2、Take a few quick answers and give no correction at this stage. [Purpose] This step pulls the comparatives students already met in Section A back into view. Step 2: Notice the rule (7 mins) 1、Show 3a. Let students read the bold words: more, taller, shorter, better, louder, earlier. 2、Sort them into two columns on the board, -er words and more words, then ask students what the rule is. 3、Point at "better" and say this one does not follow the rule. Clap once on good→better and once on bad→worse so they feel the change. [Purpose] This step lets students find the rule by themselves rather than being told. Step 3: as ... as (5 mins) 1、Show "She is as slim as me" and "I work as hard as her." 2、Ask: are they different or the same? Write on the board: as + word (no -er) + as = the same. 3、Students say two as...as sentences about themselves and a partner. Praise one correct full sentence rather than a vague good job. [Purpose] This step stops students from putting -er inside as...as. Step 4: Write the question (10 mins) 1、Do 3b. Model item 1: "Is Julie slimmer than you? - No, she isn't. She is as slim as me." 2、Students finish items 2 to 4 in pairs, then one pair reads to the class. 3、Check by pointing at the line on the board, not by translating. [Purpose] This step moves students from knowing the form to using it in a real question. Step 5: Compare two cities (8 mins) 1、Hand out the Guangzhou and Chicago chart and circle the numbers with the class. 2、Students complete 3c with large, small, much, warm, cool and than. 3、Check the answers by reading them aloud together. [Purpose] This step uses the comparatives on real facts, not just on the twin sisters. Step 6: Homework (2 mins) 1、Read 3a to your family and point out the -er words and the more words. 2、Write three sentences comparing your own city with Chicago, using the chart. [Purpose] This step keeps the rule alive at home. 五、板书设计 居中：Same or Different? 比较级 左栏：单音节 + er → taller / shorter / earlier；不规则 good→better、bad→worse 中栏：A + be + 比较级 + than + B；as + 原级 + as（一样） 右栏：多音节 more + 词 → more colourful；词库 large / small / much / warm / cool 六、教学反思 本课把比较级的规则交给学生自己归类，拍手记 better、worse 比单纯讲规则记得牢，后排的孩子也能跟着举手。但 3b 写问句时仍有学生漏掉 be 动词，或把 as slim 写成 as slimmer，下次要把 as...as 单独再拆一遍。3c 读数据表花的时间比预期多，比较级句子来不及逐个展示，打算把答案贴到后墙，下节课开头继续说。 学科网（北京）股份有限公司 $