Unit 3 Same or different Section B (4a-4d) 教学设计 2026-2027学年人教版英语八年级上册

Unit 3 Same or different Section B (4a-4d) I. Teaching Aims 1. To review and use comparative adjectives and phrases to talk about personal changes. 2. To complete the Personal Growth survey by answering questions about Physical, Mental, Study, Sport and Other areas. 3. To ask and answer questions with a partner about changes and check whether answers match. 4. To create a personal growth chart with examples and share it in class. 5. To reflect on similarities and differences between people and understand that being different is OK. II. Key and Difficult Points Key points: 1. Mastering comparative adjectives: taller, stronger, more confident, more efficiently, better, etc. 2. Using the question patterns: Am I ... than last year? / Do I ... than before? / Do you think ...? 3. Understanding the five growth areas: Physical, Mental, Study, Sport, Other. Difficult points: 1. Using full sentences to describe changes and give reasons. 2. Creating a growth chart and sharing it clearly in front of the class. III. Teaching Tools Textbook, blackboard, chalk, PPT (optional), printed survey worksheets, colored pens. IV. Teaching Procedures Step 1 Lead-in (5 min) Teacher shows a photo of herself/himself from five years ago and asks: "Look at this photo. Am I taller now? Am I more outgoing? What else has changed?" Students give simple answers. [Purpose] To activate students' prior knowledge of comparatives and introduce the topic of personal changes. Step 2 Complete 4a and 4b (15 min) Teacher: "Now let's look at the Personal Growth chart on page 75. There are five areas: Physical, Mental, Study, Sport and Other. Read the questions in 4b together." Students read the questions aloud: "Am I taller / stronger than last year?" "Am I more confident than last year?" "Do I study more efficiently than last year?" "Do I play sport better than last year?" Teacher: "Write your own answers in the 'My answer' column." Students fill in the table individually. Teacher: "Now ask your partner the questions. Write down your partner's answers in the 'Partner's opinion' column." Students work in pairs. Teacher: "Do your answers match your partner's opinions?" A few pairs share their results. [Purpose] To practice using comparative questions and to develop speaking and listening skills through pair work. Step 3 Create a Growth Chart — 4c (10 min) Teacher: "Now make your own growth chart. You can draw a bar chart or a pie chart. Write examples for each area. If you have photos or short videos, you can add them." Students work individually or in small groups to create their charts. Teacher walks around to help. [Purpose] To let students organize their ideas visually and practice giving examples in writing. Step 4 Share and Discuss — 4d (10 min) Teacher: "Please share your growth chart with the class. Tell us what you have learned about yourself. Then think: who changed the most in your class?" Several volunteers come to the front and present their charts. Other students listen and guess who changed the most. Teacher: "We are different, but we can be stronger together." Ask: "Is being different a good thing? Why?" Students give short answers. [Purpose] To develop speaking confidence and to help students appreciate differences among classmates. Step 5 Summary and Homework (5 min) Teacher: "Today we talked about our changes. What words and expressions can you use to make comparisons?" Students review key phrases together. Homework: Write a short paragraph (about 60 words) about your changes since you entered junior high school. Use at least three comparative sentences. [Purpose] To consolidate the day's learning and extend practice to writing. V. Blackboard Design Unit 3 Section B 4a-4d (Project: See who changed the most) Growth areas: Physical / Mental / Study / Sport / Other Key questions: Am I taller / stronger than last year? Am I more confident than last year? Do I study more efficiently than last year? Do I play sport better than last year? Key sentence: We are different, but we can be stronger together. 六、教学反思 本节课通过个人成长调查和图表展示，学生参与度较高。但在4b配对问答环节，部分后进生对比较级形容词的拼写和运用仍不够熟练，回答问题时容易出现遗漏主语或动词的情况。今后可在操练环节增加更多句型替换练习，并为后进生提供句型支架卡片，帮助其更好地组织语言。另外，在4d展示环节，个别学生不敢开口，下次可先安排同桌互说，再请自愿者上台，降低心理压力。 学科网（北京）股份有限公司 $