Unit3 SectionA 1a-1e & 2a-2e探究学案2026-2027学年人教版八年级英语上册

Unit 3 Same or Different? 听说探究学案 Listening and speaking Unit 3 Section A 1a–1e 2a–2e 听说探究学案 Listening and speaking 2026–2027学年人教版八年级英语上册 Name __________________ Class __________ Date __________ Textbook: pp. 22–24 | Time: 45 minutes 学习目标 Learning goals I can catch comparisons, separate a heard fact from a guess, and use different strengths to plan a shared performance. Focus: Listen for who is being compared, in what way, and with what evidence. 核心问题 Inquiry question How can differences help a team? L1 初步判断 First ideas 4 min Work alone, then compare. Look at the photo on p. 21 and the words in 1a. Which words describe something you can see? Which need more evidence? Complete 1a in your textbook. One thing I can see:   One thing I cannot know from a photo:   L2 听出事情的变化 Follow the story 6 min Listen to both conversations without reading the script. Complete 1b and 1c. Use a few words to trace the change from planning to performing. 场景 Scene 发生了什么 What happens 听到的线索 A clue I heard Conversation 1 Problem: __________ Solution: __________   Conversation 2 Peter and Chen Jie’s performance is over / still ahead. The next performers: __________   Partner check: Which conversation comes first in time? Point to a line you heard, not just the number of the conversation. 听说探究学案 Listening and speaking 从关键词到证据 From key words to evidence L3 谁在哪方面不同 Track the comparisons 6 min Listen again and complete 1d. Record key words. Include a person and an aspect, such as singing or personality. 人物 Person 与谁比较 Compared with 听力证据 Evidence Chen Jie Peter Chinese flute: __________ Effort: __________ Personality: __________ Peter Chen Jie Personality: __________ Ella Emma Hair: __________ Dancing: __________ Emma Ella Height: __________ Singing: __________ Use 1e to test a partner. Ask one question whose answer is “No”, then ask your partner to give the correct comparison. L4 一个标签站得住吗 Test a label 8 min Listen to the interview in 2a and complete its six gaps. Read it with a partner. Consider this claim: “Ella gets up later, so she is lazy.” Which part is supported by the interview?   Which line challenges the claim? What can getting up later not prove?     L5 整理比较的角度 Build a comparison map 6 min Use 2d. Choose two aspects from appearance, habit, personality and strength. Write one difference and one similarity from the conversations. Explain how either could help a team.     听说探究学案 Listening and speaking 带着目的去交流 Speak for a purpose L6 小记者采访 A short interview 11 min Work in groups of three: interviewer, performer and evidence checker. The school newspaper wants to know how two people can work well together. Use Peter and Chen Jie, the twins, or two invented classmates. 准备内容 Plan 记录 Notes Two people and their shared goal   Two different strengths, with examples   One useful similarity   One difficulty and a plan to help each other   语言支架 Optional language support How are you different? / What do you have in common? / What makes you say that? / I am … than …, but … / We both … / We work as … as … / We can help each other by … Plan a 5–7-turn interview. Rehearse once with the support, then turn it over. The checker listens for two comparisons, one similarity and an example. Change roles for a second short interview. A useful question from the checker:   One line we improved:   L7 离堂思考 Exit reflection 4 min Write one comparison you heard and one conclusion you now think is too quick. Explain the difference between a fact and a label.       听说课参考答案与教学支持 Listening answers and teaching notes 先完成学生页 再使用本部分 Use after the student tasks 使用说明 A note for teaching Accept other answers when language, evidence and explanation fit. A student may keep an initial opinion after considering another view. Ask for the reason; changing a view is not itself the goal. The listening scripts below come from the uploaded textbook, pp. 95–96. No audio file is attached. Read at a natural but manageable pace, using clear speaker names. Read a whole conversation first, then repeat for evidence. Use a third focused replay when students disagree about a line. 听说课参考答案 Listening and speaking L1–L3 L1. A photo may show a difference in height or hair, although camera angle matters. It cannot prove laziness, effort or kindness. Textbook 1a: fast–slow; shy–outgoing; late–early; tall–short; lazy–hard-working; loud–quiet; funny–boring. L2. 1b: Conversation 1—music club; Conversation 2—music festival. 1c: school music festival; together; Ella; Emma’s. Chen Jie is afraid of performing alone; the friends can play together. In Conversation 2, their performance is over and the twins’ show is next. “Maybe we could play it together” is a plan; “I loved your performance” looks back. This supports the time order. L3. Chen Jie plays the Chinese flute better, works harder and is shyer than Peter. Peter is more outgoing. Ella has longer hair and dances better than Emma. Emma is taller and sings louder. Sample check: “Is Ella taller than Emma?” “No. Emma is taller than Ella.” 听说课参考答案 Listening and speaking L4–L7 L4. 2a gaps: activities; colourful; quieter; gets up; singing; playing sports. Ella gets up later, but that does not prove laziness. “I work as hard as her!” challenges the label. Waking-up time alone does not measure effort. L5. Example: Emma is quieter than Ella (personality); they work equally hard (habit / effort). Their personalities may help them divide tasks, while shared effort supports practice. Explain a possible benefit as an idea, not a fact heard in the interview. L6–L7. Look for a shared goal, two supported comparisons, a similarity and a practical plan. Example: Chen Jie can help choose and practise the song; Peter can perform with her so she does not have to play alone. “She gets up later” describes a reported habit; “she is lazy” is a broad judgement the interview challenges. Invented classmates are acceptable if details are consistent. 教材听力文稿 Textbook listening scripts Section A 1b 1c 1d Textbook pp 95–96 对话一 Conversation 1 Peter: Chen Jie, did you hear about the school music festival? Chen Jie: Yeah, it sounds fun. Peter: Why don’t you perform? You play the Chinese flute better than anyone else in our music club. Chen Jie: Well, I’m afraid of performing alone. I’m not as outgoing as you. Peter: But you work harder than me. And last week you played a really beautiful song! Chen Jie: You liked it? Maybe we could play it together! Peter: Great idea! 对话二 Conversation 2 Mrs Brown: I loved your performance! You two did a wonderful job! Peter and Chen Jie: Thank you! Peter: Look, it’s time for Ella and Emma’s show! Mrs Brown: Is that Ella singing? Peter: No, that’s Emma. Emma is taller than Ella. And she sings louder than Ella. Chen Jie: Look! That is Ella dancing. Her hair is longer than Emma’s. Peter: They both dance well, but I think Ella dances better than her sister. 朗读安排 Reading sequence L2: read both conversations once, pausing briefly between them. Let partners compare the story. L3: read again and allow time to record people and aspects. Replay a line when a comparison is disputed. Keep the printed script out of sight until students have listened for evidence. 教材采访文稿 Textbook interview script Section A 2a and 2c Textbook pp 95–96 采访文稿 Interview script Han Lin: Congratulations on winning the prize at the school music festival! The twins: Thank you! Han Lin: You attended the festival last year and this year. How is this year different? Ella: There are more students and more activities this year. I think it is more colourful than last year. Han Lin: As twins, you look very similar. How are you different? Emma: I’m a little quieter than Ella. And she is funnier than me. Ella: Emma always gets up earlier than me. Many people say I’m lazier than Emma, but that’s not true! I work as hard as her! Han Lin: That’s really interesting. Besides singing, how do you spend your spare time? Ella: I love playing sports more than anything. Emma: I like reading. You see, we’re different in many ways, but together, we make a great team! Han Lin: Thanks for talking with me. The twins: Our pleasure! 第 页 学科网（北京）股份有限公司 $