资源简介

(共31张PPT)
Unit 3
I’m more outgoing than my sister.
Section B (1a—1e)
传
承
CHUAN CHENG
What’s the name of this music
High mountains and flowing water(高山流水).
Who is the music talking about
It’s talking about Yu Boya and Zhong Ziqi.
What’s the relationship between them
Friends.
Language
Competence
Cultural
Awareness
Thinking
Quality
Learning
Ability
Students will master the usage of comparative adjectives (e.g., taller, more outgoing, thinner) to accurately describe and compare physical appearances and personality traits.
Cultivate students’ respect for individual diversity, enabling them to appreciate that varied traits—whether in appearance or personality—contribute to each person’s uniqueness. Foster an inclusive mindset in language interaction.
Through activities like picture - observing (1a), listening - analyzing (1b, 1d), and paired - discussing (1c, 1e), develop students’ comparative and analytical thinking.
Encourage active participation in learning (e.g., pair work and group discussions) to strengthen communication skills. Guide students to adopt effective listening strategies.
Learning objectives
the same or different
friends
提示：They are always together and helpful. They share together、listen to each other and care about each other. So, No matter they are the same or different, they are truly friends.
s
e
d
i
f
r
n
Free talk
What kind of things are important in a friend？ Let’s interview some people.
What kinds of things are important in a friend
Greetings, friends! I am Li Bai, the wandering poet of China's Tang Dynasty.
What kinds of things are important in a friend
I, Li Bai sit aboard a boat about to go,When suddenly on shore your farewell song o'erflow.However deep the Lake of Peach Blossoms may be,It is not so deep, O Wang Lun, as your love for me .
What kinds of things are important in a friend
Greetings, everyone! I’m wang bo, a young and talented poet from China's Tang Dynasty. People called me one of the "Four Great Poets of Early Tang"
What kinds of things are important in a friend
You'll leave the town walled far and wide ,for mist-veiled land by riverside.I feel on parting sad and drear,for both of us are strangers here.If you have friends who knows your heart ,distance cannot keep you apart.At crossroads where we bid adieu,do not shed tears as women do !
For me, a good friend truly cares about me.
For me, a good friend likes to do the same things as me.
For me, a good friend is a good listener.
I think a good friend
makes me laugh.
A good friend …
__ a. has cool clothes.
__ b. is talented in music.
__ c. likes to do the same things as me.
__ d. is good at sports.
__ e. truly cares about me.
__ f. makes me laugh.
__ g. is a good listener.
1
4
2
3
5
6
7
What kinds of things are important in a friend
Rank the things below [1-7] (1 is the most important).
1a
Talk about what you think a good friend should be like.
A: I think a good friend makes me laugh.
B: For me, a good friend likes to do the same things as me.
C: Yes, and a good friend is talented in music, too.
D: That's not very important for me...
1b
Your view
I think(that) a good friend....
In my eyes,a good friend....
I agree (that) a good friend....
For me,a good friend....
It’s important for me that a good friend....
Structure
I interviewed Molly and Mary
about their best friends
Listen
1. Who is Molly’s best friend
2. Who is Mary’s best friend
Peter
Lisa
1c
Like about their best friends The same as their best friends Different from their best friends
Molly Peter likes to do the same things. Molly studies harder.
Mary They’re both tall. Lisa is quieter.
He is popular, and good at sports.
Lisa is a good listener.
Listen. What do Molly and Mary like about their best friends Fill in the first column of the chart.
1c
Listen again. How are Molly and Mary the same as and different from their best plete the rest of the chart in 1c.
Like about their best friends The same as their best friends Different from their
best friends
Molly
Mary
Peter likes to do the same things.
They’re both tall.
Molly studies harder.
Lisa is quieter.
Peter is popular and he is good at sports.
They’re both outgoing.
Peter plays baseball better and speaks more loudly.
Lisa is a good listener.
They both have long curly hair.
Lisa is smarter.
Mary talks more and is more outgoing.
Molly is a little quieter.
1d
Interviewer: Who’s your best friend, Molly
Molly: Peter.
Interviewer: Why do you like him
Molly: Because he likes to do ___ ______ things ___ I do.
He’s popular, too, and he’s _____ ___ sports.
Interviewer: So, is he ________ _____ you in any way
Molly: Well, yes. I like to study. I study _______ than peter.
He plays basketball ______ than me.
Interviewer: Ok, I see…
Molly: Oh, and he speaks _____ ______ than me. I’m __ _____
quieter . But I’d say we’re both pretty outgoing.
the same as
good at
different from
harder
better
more loudly
a little
Listen again and fill in the blanks.
Interviewer: How about you, Mary Who’s your best friend
Mary: My best friend is Lisa.
Interviewer: What do you like about her
Mary: Well, she’s a good _______, and that’s important to me.
Interviewer: Is she a lot like you？
Mary: Some people say we look ______. We’re both tall, and we both
have __________hair. But Lisa is ______than me. I’m always
talking. She’s also _______. I’m more outgoing.
listener
similar
long, curly
quieter
smarter
Listen again and fill in the blanks.
The Class Friendship Day
My friend Myself
friendly ***** **
outgoing
beautiful
smart
sing well
get up early
funny
Compare your friends and yourself and tell us !(the most *****)
friendly ***** **
outgoing *** *****
beautiful * *****
smart **** **
sing well
get up early
funny
Jane
The Class Friendship Day
Jane is friendlier than Lucy.
Lucy
Lucy is more outgoing than Jane.
Lucy is much more beautiful than Jane
Jane is a little smarter than Lucy.
Show time
My good friend is …We are both tall / thin/ good at sports / like ...
In some ways we are different. He/She is heavier / more outgoing /…than me. However, I am smarter/ thinner/…than him/her …
Report
Checklist Activity: Give an oral report 互评 师评
Contents Compare yourself with your good friend
Use the sentences we have learned today
Speaking Speak clearly and fluently
Use tone and body language properly
Excellent Good To be improved poetry
莫愁前路无知己，天下谁人不识君？——高适
我寄愁心与明月，随君直到夜郎西。——李白
分明小像沉香缕，一片伤心欲画难。——纳兰性德
正是江南好风景，落花时节又逢君——杜甫
同心一人去，坐觉长安空——白居易
Must do:
1.Write a passage about your best friend and your opinions on friends;
2. Preview 2b;
3. Finish the exercises.
Try to do:
Ask your friends what their opinions about best friends.
Homework
Thanks for listening(共29张PPT)
新课标 核心素养 教学评一体化
Unit 3
I’m more outgoing than my sister
Section B (1a-1e) 教学阐释
CONTENTS
目录
Analysis of the Teaching Material
Analysis of the Students
Teaching Objectives
Teaching Philosophy
Teaching Procedures
Blackboard Design
01
02
03
04
05
06
Teaching Reflection
07
01
Analysis of the Teaching Material
（教材分析）
WHAT—WHY—HOW
Thematic Context :
Human &Society
Thematic Group :
Life and Friends
What
Analysis of the Text
01
01
02
03
教材内容
主题内容
主题群
Go for it：
Grade 8 Volume 1—Unit3
主题范畴：人与社会；主题群：人际沟通；
子主题内容：良好的人际关系与交往（比较人物、谈论友谊）
What
Analysis of the Text
01
01
02
03
教材内容
主题内容
主题群
The main text content of this listening is an interview about friendship. The interviewer asks Molly and Mary who their best friends are and if they are the same as or different from their friends.
Topic :
Activities :
Listening & Speaking
How
Analysis of the Text
01
How
Analysis of the Text
01
Why
1. It guides students to become more familiar with the use of sentences containing comparative forms when describing people's personality traits, abilities, interests, and strengths.
2. In terms of educational value, different people have different understandings of friendship. It helps students to recognize the advantages of themselves and others through comparisons with friends.
Analysis of the Text
01
02
Analysis of the students
（学情分析）
K-W-L
Analysis of the students —
02
They're familiar with the basic usage of the comparative form of adjectives and adverbs, and know some common expressions for comparison. They can use the learned words and sentence patterns to talk about people's appearance, personality, and abilities.
What they Know
KWL
In listening and speaking activities, they hope to construct a language framework for describing the relationship between friends and themselves.
What they Want to learn
What they will Learn
In this lesson, students aim to continue learning words and phrases for describing people. They will learn to identify aspects for comparing themselves and their friends.
03
Teaching Objectives
（教学目标）
Teaching Objectives
03
At the end of the class, students will be able to
04
Teaching Philosophy
（教学理论）
Teaching Philosophy
04
Outlook on English Learning Activities
Learning English through activities
Learning English for developing core competence
Teaching Approaches :
Activity-based
Communicative
Situational
05
Teaching Procedures
（教学过程）
Learning & Understanding
English Learning Activity Concept 英语学习活动观
Read the lines
基于语篇
Read between the lines
深入语篇
Read beyond the lines
超越语篇
Knowledge
形成新的知识结构
Ability
将知识转化为能力
Accomplishment
促进能力向素养的转化
Learn & Understand
Apply & Practice
Transfer
&
Create
Teaching Procedures
05
课堂导入 Lead-in
设计意图
To activate students’ background knowledge and lead into the topic.
Students can say something about friendship.
效果评价
Teaching Procedures
05
设计意图
To activate students’ knowledge and combine the text with Chinese poetry.
Students can say something about Li Bai and Wang Bo.
效果评价
Activities 1
Learning & Understanding
Teaching Procedures
05
设计意图
Look at the picture and answer what kinds of things are important in a friend.
To increase interest, explore the topic and get students to think.
效果评价
Activities 2
Learning & Understanding
Teaching Procedures
05
设计意图
Students can learn the structure to share opinions about their friends.
Students finish the task and talk about what he thinks a friend should be like.
效果评价
Activities 3
Applying & Practicing
Teaching Procedures
05
设计意图
Students can listen and answer how Molly and Mary are the same as or different from their best friends.
Students can finish the chart by themselves to practise listening skills.
效果评价
Activities 4
Applying & Practicing
Teaching Procedures
05
设计意图
Compare your friends and yourself and tell us .
Activities 5
Transfer & Create
效果评价
To guide students to create new ideas, express opinions in real situation.
Teaching Procedures
05
设计意图
Use traditional chinese poetry to show deep affection to our friends
Conclusion 总结
Retell
Act
Create
Teaching Procedures
05
Homework
06
Blackboard Design
（板书设计）
Blackboard Design
06
Unit 3 I’m more outgoing than my sister.
Section B（1a-1e）
07
Teaching Reflection
（教学反思）
Teaching Reflection
07
The class showed high enthusiasm during pair - work activities in 1a - 1e. For example, when students were asked to compare people using adjectives, they actively participated, sharing their opinions and descriptions, which indicates that the teaching materials and tasks were relevant and interesting to them.
Advantages :
Some students still made mistakes in the form of comparative adjectives, especially for irregular ones like "good - better". This reveals that more in - depth explanation and extra exercises on grammar rules are needed.
Disadvantage :
THANKS人教版新目标八年级上册Unit3教学设计
学科 英语 年级 八年级 课型 新授课 设计者 刘备
课题 Unit 3 I’m more outgoing than my sister. 课时 Section B(1a-1e)
课标要求 《义务教育英语课程标准（2022 年版）》要求学生能在具体语境中理解常用比较级形容词的含义，并能运用比较级形容词对人物外貌和性格特征等进行比较准确的描述，同时注重培养学生跨文化交际意识和多元思维能力，以及自主学习能力。
教材分析 本单元以 “I’m more outgoing than my sister.” 为主题，围绕比较级形容词展开教学。Section B (1a-1e) 部分通过听力、对话等活动，进一步深化学生对比较级形容词的运用能力，同时融入了中国古代文化元素 “高山流水觅知音”，旨在让学生在语言学习过程中感受文化的魅力，培养跨文化意识和对传统文化的尊重。
学情分析 八年级学生已经掌握了一定数量的形容词，并对比较级形容词有了初步认识，但在运用上还不够熟练，特别是在复杂语境中准确使用方面存在困难。同时，学生对中国传统文化有一定了解，但用英语表达和探讨文化主题的能力还需进一步提高，且存在个体差异，部分学生可能在语言输出和思维拓展上较为积极，而部分学生可能较为被动。
核心素养目标 语言能力：学生能够掌握比较级形容词（如 taller, more outgoing, thinner 等）的用法，准确描述和比较人物外貌和性格特征，能够听懂并熟练运用相关句型进行交流。2，文化意识：了解中国古代 “高山流水觅知音” 的文化故事，尊重个体差异，认识到不同特质使每个人独一无二，培养包容心态。3，思维品质：通过观察图片、分析听力内容、讨论等活动，发展比较和分析思维能力。4，学习能力：积极参与学习活动，如Pair work和Group discussions，提升沟通能力和自主学习能力，掌握有效的听力策略。
教学重点 比较级形容词的准确运用，包括其构成、用法以及在描述人物外貌和性格特征时的表达；理解并掌握 “高山流水觅知音” 的文化内涵及相关表达。
教学难点 灵活运用比较级形容词在不同语境中进行准确、恰当的人物比较描述；将文化元素与语言知识有机结合，深入探讨文化背后的价值观和意义。
教学方法 听说法、交际法、小组合作学习法、情境教学法
教学过程（教学环节可结合学科特点自行设置）
教学环节 教师活动 学生活动 设计意图
环节一导入 播放一段《高山流水》的古琴音乐，引导学生聆听并提问 “What’s the name of this music ”，引出 “High mountains and flowing water”，接着询问 “Who is the music talking about ” 和 “What’s the relationship between them ”，介绍俞伯牙和钟子期的故事。 认真聆听音乐，积极思考并回答教师提出的问题，初步了解 “高山流水觅知音” 的文化背景。 通过音乐导入，激发学生兴趣，营造轻松愉快的学习氛围，同时引入中国文化元素，为后续教学奠定文化基础，拓宽学生文化视野。
环节二知识呈现 展示 PPT，呈现一些人物图片，引导学生观察并用所学形容词描述人物外貌和性格特征，如 “tall, short, outgoing, shy” 等，进而引出比较级形容词，讲解其构成规则（如规则变化：直接加 -er，以辅音字母加 y 结尾的变 y 为 i 加 -er 等，不规则变化：good-better, bad-worse 等），并通过例句示范用法，如 “A is taller than B.”。 观察图片，根据教师引导说出描述人物的形容词，在教师讲解比较级构成和用法时认真听讲，做好笔记，理解并掌握比较级形容词的基本用法。 以直观图片呈现，帮助学生复习巩固形容词的同时自然引出比较级，使抽象知识形象化，便于学生理解和接受，为后续听力和口语活动做好知识铺垫。
环节三听力训练 播放第一遍听力前，先提出问题 “Who is Molly’s best friend ” 和 “Who is Mary’s best friend ”，让学生带着问题听录音，听完后找学生回答问题，并核对答案；播放第二遍听力时，要求学生完成表格中关于 Molly 和 Mary 喜欢她们最好朋友的原因以及与最好朋友的相同点和不同点的内容，听完后组织学生两人一组核对答案，并邀请几组学生分享答案，教师进行点评和总结。 第一遍听录音时，集中注意力捕捉关键信息，回答教师提出的问题；第二遍听录音时，仔细辨别细节内容，填写表格，在小组内核对答案，并积极分享自己的答案。 通过两次听力任务，训练学生听懂有关人物比较的英语表达，提高学生获取关键信息和细节信息的能力，同时培养学生的合作学习能力，在核对答案过程中促进学生之间的交流与相互学习，加深对比较级形容词在实际语境中运用的理解。
环节四口语练习 组织学生进行 Pair work 活动，让学生两人一组，运用所学比较级形容词互相描述自己和好朋友之间的相同点和不同点，如 “My good friend is taller than me. We are both outgoing.” 等，巡视各小组，提供必要的帮助和指导，鼓励学生大胆表达；然后邀请几组学生进行全班展示，给予积极评价和反馈。 两人一组积极参与 Pair work 活动，运用比较级形容词互相描述自己和好朋友，认真准备并在全班展示中自信地表达自己。 为学生提供口语练习机会，让学生将所学知识运用到实际交流中，巩固比较级形容词的用法，提高口语表达能力和语言运用的准确性与流畅性，培养学生的合作与交流能力。
环节五文化拓展与讨论 展示李白、王勃等古代诗人关于友情的诗词，引导学生阅读并理解其大致含义，提问学生 “What kinds of things are important in a friend ”，组织学生分组讨论，鼓励学生结合诗词和自身观点发表看法，如 “For me, a good friend truly cares about me.” 等，最后邀请各小组代表分享讨论结果，并进行总结提升，强调友情的珍贵和朋友应具备的品质。 阅读诗词，理解其表达的友情观念，积极参与小组讨论，分享自己对朋友重要品质的看法，倾听其他小组成员的观点，在全班分享中积极发言。 将英语学习与中国传统文化相结合，让学生在感受诗词魅力的同时，深入思考朋友的意义和重要品质，培养学生的跨文化思考能力和多元思维，提升学生的文化素养和价值观。
总结评价 与学生一起回顾本节课所学内容，包括比较级形容词的用法、 “高山流水觅知音” 的文化故事以及关于朋友品质的讨论要点，强调重点知识和文化内涵，对学生在课堂上的表现给予肯定和表扬，鼓励学生继续保持学习热情。 积极参与课堂总结，回顾所学知识和文化内容，反思自己在学习过程中的收获与不足，接受教师的评价和鼓励。 帮助学生梳理所学知识，加深记忆，强化对重点内容的理解与掌握，同时通过评价激励学生，提高学生的学习积极性和自信心。
分层作业 基础作业： ：写一篇关于自己最好朋友的短文，运用比较级形容词描述朋友与自己的相同点和不同点，不少于 80 字；2. 预习 2b 内容，划出生词和不理解的句子；3. 完成相关课后练习题。拓展作业：采访三位朋友，了解他们对最好朋友的看法和标准，整理采访结果并用英语写一篇简短的调查报告。
板书设计
教学反思 (1)Advantage: The class showed high enthusiasm during pair-work activities in 1a - 1e. For example, when students were asked to compare people using adjectives, they actively participated, sharing their opinions and descriptions, which indicates that the teaching materials and tasks were relevant and interesting to them.(2)Disadvantage: Some students still made mistakes in the form of comparative adjectives, especially for irregular ones like "good - better". This reveals that more in - depth explanation and extra exercises on grammar rules are needed.
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