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Unit 3　Same or Different
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
21世纪教育网(www.21cnjy.com)
Theme:
Human &Self
Section A introduces a campus activity about a music festival
Society
through matching,listening practice and using key vocabulary,
core sentence patterns and comparatives.The grammar section
is presented in the form of completing sentences and chart
This unit
comparisons,using comparatives to describe the differences
focuses on the
between two places,which is close to real-life situations.
topic of“Same
or Different' ”,
which belongs
to“self-
Section B uses forum posts as the vehicle for discussion.Two
knowledge'”in
Unit 3
students engage in a discussion about the topic,ultimately
“Human and
Self”.It also
Same or
aiming to understand and respect differences.Through reading,
Different
the section cultivates students'reading comprehension skills and
belongs to the
the ability to extract key information,guiding them to recognize
“Interpersonal
differences,respect them,and understand them.
communication”
in“Human and
Society".
Project is driven by project-based learning,encouraging
students to create personal growth charts.Through collaborative
communication,it stimulates students'interest and engagement
in learning while cultivating their ability to cooperate./ 让教学更有效 精品试卷 | 英语学科
Section A
第一课时 [(1a-1e)& Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a asks students to match each word with its opposite. 1b expects students to listen to the conversations and tick the locations where the conversations take place. 1c requires students to listen to the conversations again and complete the sentences. 1d asks students to listen to the two conversations again and match the characters with the correct descriptions. 1e instructs students to use the information from 1d to make comparisons. The phonics section aims to let students learn about the common letters and letter combinations and be mindful of intonation.
Why: Through these activities, students are assisted in mastering vocabulary and expressions for describing a person’s appearance and character, enhancing their listening comprehension skills as well as their oral expression abilities. At the same time, the activities cover the basic forms and usage of comparatives, improving students’ comprehensive language proficiency. This approach reflects the concept of integrating language knowledge and cross-skills training.
How:In terms of content structure, the lesson is presented in the form of a task chain. It starts with 1a to enrich and understand the target vocabulary. 1b-1d involve listening tasks that allow students to acquire descriptive information about different characters. Finally, 1e consolidates what has been learned through dialogue output. Linguistically, use comparatives to describe character traits, highlighting the distinctive features of different individuals.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know some adjectives about describing people or things;
2.finish the listening tasks;
3.use comparatives to compare people;
4.learn about the common letters and letter combinations and be mindful of intonation.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know some adjectives about describing people or things. Step 1　Lead-in 1.Greetings. 2.Look and share Q1: What is the possible relationship between the girls in the photo Q2: What do they have in common Q3: How are they different from each other 3.Learn new words.(详见课件资源) Step 2　Work on 1a Match each word with its opposite. ◎Key: fast—slow; shy—outgoing; late—early; tall—short; lazy—hard-working; loud—quiet; funny—boring Observe whether students can master the adjectives’ meanings through the matching activity.
PurposeTo introduce the topic, begin by discussing the similarities and differences between the girls in the photo. This will allow students to initially grasp the vocabulary and expressions needed to describe these differences. Through the matching activity in 1a, enrich students’ vocabulary and deepen their understanding of each term.
2.To finish the listening tasks. Step 3　Listening 1.Work on 1b. Listen to the conversations.Tick the locations where the conversations take place. ◎Key: Conversation 1: √ at the music club Conversation 2:√ at the music festival 2.Work on 1c. Listen to the conversations again and complete the sentences. ◎Key: 1.school music festival; together 2.Ella; Emma’s 3.Work on 1d. Listen to the two conversations again. Match the characters with the correct descriptions. ◎Key: Judge the comprehen-siveness and accuracy of the information that students acquire through listening based on whether they are able to complete the sentences during the listening process. Judge the comprehen-siveness and accuracy of the information that students acquire through their completion of the listening task.
PurposeTo improve their listening comprehension and speaking skills and introduce the basic forms of comparative adjectives and adverbs.
3.To use compara-tives to compare people. Step 4　Work on 1e Use the information from 1d to make comparisons. Invite students to show their conversations and ask other students to make comments. Step 5　Summary Seek common ground while reserving differences. Observe whether stu-dents can make com-parisons using the information from 1d to understand their learn-ing and internalization of the target language.
PurposeOutputting the learning in the form of dialogues solidifies the knowledge acquired in this lesson and enhances students’ comprehensive language skills.
4.To learn about the common letters and letter combinations and be mindful of intonation. Step 6　Pronunciation 1.Listen and repeat. Add one more word to each group. 2.Listen and repeat. Notice the intonation. Speaking tip: Intonation Observe whether students can recognize the letter combina-tions they learned today and pronounce them correctly. Observe students’ handling of intonation in their repeating to help them improve their oral fluency.
PurposeTo instruct students to focus on the learning of phonetic knowledge. Through reading aloud, help students master the correct pronunciation of letter combinations and the handling of intonation.
Homework 1.Basic homework: Write the words in 1a. 2.Practical homework: Talk with your partner about how you are different from five years ago. 3.Extended homework: Make a vlog to talk about how China is different from 100 years ago.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:2a: Listening and gap-filling based on the conversation between Han Lin and the twins; 2b: Reading comprehension; 2c: Listening to the conversation again and role-playing; 2d: Completing a mind map focusing on appearance, personality, habits, and strengths; 2e: Based on the framework of 2d, students compare themselves with their partners and answer related questions.
Why: Learn and reinforce the use of comparatives and vocabulary related to personal characteristics and activities to enhance listening and speaking skills and strengthen the ability to understand in real-life communication.
How: It starts with the school music festival as an entry point, and the dialogue unfolds around comparisons of this year’s and last year’s music festivals, the twins’ own contrasts, and extracurricular hobbies. Additionally, the expressions reflect the practicality and communicative function of the language.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.compare people and things using comparatives;
2.use a mind map to compare themselves and their partners.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To compare people and things using comparatives. Step 1　Lead-in Han Lin is interviewing Emma and Ella for the school newspaper. Q: What is “school newspaper” Step 2　Listening 1.work on 2a. Listen to their conversation and fill in the blanks. ◎Key: activities; colourful; quieter; gets up; singing; playing sports 2.Read the conversation and circle all the comparatives. Step 3　Work on 2b Read the conversation and answer the questions.(详见课件资源) Step 4　Work on 2c Listen to the conversation again. Then role-play it. Observe whether students at different levels can accurately identify the missing content. Observe whether students’ oral expres-sion skills have improved through peer-evaluation and self-evaluation.
PurposeTo master the usage of comparatives and vocabulary related to character traits. Learn to use comparative structures to describe character traits. Improve listening and speaking skills, and understand the similarities and differences between Ella and Emma. Enhance awareness of participation in campus cultural activities.
2.To use a mind map to compare themselves and their partners. Step 5　Work on 2d How can we make a comparison Add words to each aspect.(详见课件资源) Step 6　Work on 2e 1.Compare yourself with a partner. 2.Answer the questions: ·How are you different from each other ·What do you have in common ·What can you learn from each other Observe whether students can use a mind map to find out similarities and differences between themselves and their partners.
PurposeTo encourage students to add more comparative adjectives and adverbs to expand their understanding of comparative usage. Through question-and-answer exercises, prompt students to use the knowledge they have learned in oral expression.
Homework 1.Basic homework: Listen to and repeat the conversation in 2a. 2.Practical homework: Try to write something about yourself and your parents. Are you the same 3.Extended homework: Try to post a moment on WeChat comparing two of your best friends.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:In 3a, students are allowed to read sentences that include comparative forms and identify more examples. In 3b, students need to write questions and answers using the words provided in brackets, practising the use of comparative adjectives and adverbs and the “as…as” structure. In 3c, utilize a chart to compare various aspects of Guangzhou and Vancouver. Students are then asked to complete sentences using the given words and “than” to reinforce their understanding of comparatives.
Why: Through a variety of exercises, students will master the usage of comparative adjectives and adverbs and structures such as “as…as”, enabling them to use comparative forms in real-life contexts for description and comparison. This will enhance their language proficiency and cultivate their thinking skills in analyzing and comparing different things.
How: Adopting a task-based teaching approach, the lesson is designed with tasks such as reading, making sentences and blank-filling, gradually instructing students to understand and apply grammatical knowledge. The text is closely related to real life, allowing students to learn in familiar contexts. This enhances their interest in learning and improves the effectiveness of the lesson.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify and understand the meanings of comparatives;
2.summarize the formation rules of comparatives;
3.describe the differences between Guangzhou and Vancouver using comparatives and share them.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify and understand the meanings of comparatives. Step 1　Lead-in(详见课件资源) Step 2　Look and think 1.Show the comparative sentences and ask students to look and think. What’s the same word in these sentences What’s the meaning of “than” 2.Can you find the rules 用　than　比较两者的不同,形容词或副词用　比较级　形式;用　as…as　比较两者在某一方面的相同点时,形容词或副词用　原级　形式。 Observe whether stu-dents can accurately find out comparative adjectives and adverbs to determine students’ ability to recognize comparatives.
PurposeBy reading sentences, students are instructed to pay attention to and identify the usage of comparatives, cultivating their ability to search for and summarize grammatical phenomena in the text, which lays the groundwork for subsequent grammar learning.
2.To summarize the formation rules of comparatives. Step 3　Presentation Work on 3a. Read the sentences and notice the comparatives in bold.Find more examples in Section A. Step 4　Let’s observe Task 1　What are the rules of forming comparative forms 　 规则变化: 1.一般情况下,直接在词尾加-er。 2.以不发音的字母e结尾的词,直接在词尾加-r。 3.以“辅音字母+y”结尾的双音节词,变y为i再加-er。 4.重读闭音节词且词尾只有一个辅音字母,双写末尾的辅音字母,再加-er。 5.大多数多音节和部分双音节词,在词前加more。 Task 2　Observe the sentences and complete the table.(详见课件资源) 原级比较级goodbetterbadworsemany/muchmorelittlelessfarfarther/further
Step 5　Let’s practise Work on 3b. Use the words in brackets to write questions and answers. ◎Key: 2.Are you as serious as your cousin; more serious 3.Is Tom smarter than Sam; smart 4.Does Jack swim faster than Sally; fast Based on the accuracy rate of students’ answers and their explanations and appli-cation of grammatical structures to assess students’ mastery of the grammar point. Based on students’ completion of the sentences, understand their learning and internalization of the comparatives.
Purpose Present vocabulary and sentences to allow students to observe and summarize the forms of comparatives through induction, reinforce students’ use of comparatives and the “as…as” structure by creating questions and answers with the words in brackets and enhance their language expression and grammatical application skills.
3.To describe the differences between Guangzhou and Vancouver using comparatives and share them. Step 6　Production Work on 3c. Look at the chart. Then complete the sentences to compare Guangzhou and Vancouver. Use the words in the box and than. ◎Key: 1.smaller than　2.larger than 3.more; than　4.warmer than 5.cooler than Check the accuracy of sentences completed by students to assess students’ ability to apply comparatives in real-life situations.
PurposeUtilizing chart information, have students conduct city comparisons using the given vocabulary and than to reinforce the practical application of comparatives, while also nurturing their abilities in information extraction and language organization.
Homework 1.Basic homework: Read the sentences in Grammar Focus 3a carefully, and remember the comparative forms of adjectives and adverbs. 2.Practical homework: Based on the chart in 3c, create five more sentences comparing Guangzhou and Vancouver. 3.Extended homework: Write a short passage (at least 50 words) comparing people or things, using comparative forms and the “as…as” structure where appropriate.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

21世纪教育网(www.21cnjy.com)/ 让教学更有效 精品试卷 | 英语学科
Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:This lesson revolves around the theme of “Similarities and Differences Between Friends”, exploring the social issue of “whether friends should be similar or different” through two online forum posts (Matt’s and Diana’s perspectives).
Why: This lesson aims to convey the following values: Diversity in interpersonal relationships. By contrasting two perspectives, it emphasizes the multiplicity of friendships, breaks the “single correct answer” mindset, and helps students understand both similarities and differences can serve as positive elements in friendships.
How: Debate structure: Clear logic with a “viewpoint&example” framework;Comparative argumentation: Create critical thinking space; Detailed evidence: Enhance persuasiveness through concrete examples.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.compare people in English;
2.discuss whether friends should be similar or different;
3.talk about what similarities and differences can bring to a friendship.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To compare people in English. Step 1　Lead-in 1.Greetings. 2.Watch a video about friendship and self-growth. 3.Free-talk: Work on 1a. Are you similar to or different from your friends In what ways Observe students’ ability to articulate similarities or differences in specific aspects to assess topic relevance.
PurposeTo introduce the theme of friendship through interactive discussions. Engage with students’ personal experiences to spark interest and prepare for reading.
2.To discuss whether friends should be similar or different. Step 2　Fast reading Read the posts and summarize the main opinions of Matt and Diana on whether friends should be similar or different. Matt: A good friend is like a mirror. Diana: Friends who are different make me better. Step 3　Careful reading 1.Work on 1c. Read the posts carefully and match the people with the descriptions. ◎Key: 1—B, 2—A, 3—D, 4—E, 5—C 2.Work on 1d. Read the posts again and answer the questions.(详见课件资源) Evaluate students’ information extraction speed. Assess answer quality to identify students’ capacity for distin-guishing factual state-ments from subjective opinions.
PurposeTo develop skimming and scanning skills. To guide critical analysis of opposing viewpoints (similarities vs differences) to enhance text comprehension and evaluation.
3.To talk about what similarities and differences can bring to a friendship. Step 4　Post-reading 1.Discuss: What can similarities bring to a friendship What can differences bring to a friendship What really matters in a friendship 2.Invite some students to express their opinions in class. Observe whether stu-dents can accurately express themselves in relevant language during class discuss-ion, and grasp students’ learning and internalization of key language expressions.
PurposeTo deepen reflection through group discussion. To reinforce language points and summarize key values (growth, honesty) in friendships.
Homework 1.Basic homework: Read the posts in 1b aloud several times to get familiar with the language rhythm and intonation. 2.Practical homework: Write a short paragraph (50-80 words) to express your own opinion on whether friends should be similar or different. 3.Extended homework: Interview three classmates about their views on friendship.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is centred on English vocabulary exercises. 2a is to find words that match the English meanings from the word snake; 2b is to complete sentences by choosing the appropriate words from the given ones; 2c is to complete a passage by using the correct forms of the words in the box, introducing the story of two characters in a novel by Mark Twain.
Why: To consolidate and expand students’ vocabulary and strengthen their ability to use vocabulary in different contexts through different forms of exercises. Students will learn vocabulary in the context of life and stories to improve their comprehensive language skills.
How: The exercises start from vocabulary recognition and matching, move on to sentences, and finally to comprehensive application in a passage, presenting a step-by-step, gradual structure in line with students’ cognitive development.The vocabulary used is rich and close to life, with common descriptive words as well as words that would appear in literature, which can stimulate students’ interest in learning.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify and understand the words describing personalities and behaviour patterns accurately;
2.use the given words to accurately complete sentence and passage filling tasks.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify and understand the words describing personalities and behaviour patterns accurately. Step 1　Lead-in Think and share.(详见课件资源) Step 2　Work on 2a Find the words hidden in the word snake. Then match them with the meanings. 1.Two students in a group, find as many words as possible. Then point out the words’ part of speech and meanings. 2.Match the words with the meanings. ◎Key: shy; outgoing; lazy; direct; serious; hard-working Judge whether students have grasped the tar-get language according to their performance in reviewing and help them enhance what they have learned. Expand students’ vocabulary by asking them to observe and identify words that match the English definition from the word snake.
PurposeFrom vocabulary identification to English-English matching exercises, to consolidate and expand students’ vocabulary.
2.To use the given words to accurately complete sentence and passage fill-ing tasks. Step 3　Practise 1.Work on plete the sentences with the words in the box. ◎Key: population; pleasant; pleasure; differences; especially; average; spare; kilometres　 2.Work on 2c. Complete the passage with the correct forms of the words in the box. ◎Key: novel; alike; personalities; Besides; difference　 Observe whether stu-dents understand the key words, and guide them to understand other uses in context.
PurposeCompleting sentences and a passage by choosing appropriate vocabulary from the given words is a comprehensive use of the vocabulary. It improves students’ ability to choose words accurately to fill in the blanks in context and use the vocabulary they have learnt flexibly in actual writing and expression.
Homework 1.Basic homework: Read and remember the new words in this part. 2.Practical homework: Write an article about your friend by using the words you have learnt in this part. 3.Extended homework: Know more about Mark Twain by reading his books.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The first part is 3a-3c, and the material is centred on two themes: friendships and personal growth. Rose’s post explores the similarities and differences between friends. The project is centred on the topic “Who changed the most ”, which is aimed at enhancing students’ language proficiency and self-cognition through project learning.
Why: Develop students’ ability to express opinions in English by having them articulate their views on friends and provide personal experiences as support. Through learning and communicating around the topic of personal growth and change, students practise their ability to use English for daily communication and comparison, and enhance the accuracy and fluency of their language expression.
How: 3a-3c use Rose’s post as an example to demonstrate views on friendships, so that students have concrete textual references which are easier to understand and imitate. The learning process is enriched and student engagement is increased by filling a table and writing a reply to the post. Project-based learning is driven by the project “See who changed the most”, which allows students to gradually deepen their learning and experience in the process of completing various sub-tasks(4a-4d). It stimulates students’ interest in learning and participation through cooperative communication, and at the same time cultivates students’ ability to cooperate.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about Rose’s opinion on friends;
2.use their own opinions to write a reply to the post;
3.talk about their changes from different aspects.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about Rose’s opinion on friends. Step 1　Lead-in 1.Introduce the topic “Same or Different ” and instruct students to think quickly and share their ideas briefly. 2.Ask: “Do you think friends should be similar to you or different from you ” Let students speak freely. Step 2　Work on 3a 1.Have students read Rose’s post in 3a and think about the question “Is Rose’s opinion the same as or different from the posts in Section B 1b ”, instructing students to answer some questions.(详见课件资源) 2.Ask students to share their ideas with each other. Through the compre-hensiveness and accuracy of students’ answers to the question, evaluate their understanding of the text content.
PurposeTo grasp the text information to clear the ideas for writing.
2.To use their own opinions to write a reply to the post. Step 3　Work on 3b-3c 1.Ask students to think about the task “What is your opinion Use personal experiences to support your opinion.” in 3b, and fill in the table to give their opinions about friends, reasons and examples. 2.Invite a few students to share their opinions and experiences. Encourage other students to ask questions and make additions. 3.Let students use the contents of the table to reply to Rose’s post in writing according to 3c to practise their writing skills. Observe whether stu-dents can communicate in the language they have learned in group discussions and evaluate the effective-ness of teaching and learning.
PurposeTo cultivate students’ information integration ability, and improve their ability to express themselves by writing in English.
3.To talk about their changes from different aspects. Step 4　Work on 4a-4d 1.Instruct students to think about the question in 4a “Did you change a lot after you entered junior high school ” and ask them to review their own growth and changes. 2.Ask students to answer the questions and then ask their partner’s opinions about their changes after they entered junior high school according to 4b and record the answers. Then ask them to compare the similarities and differences of the answers. 3.Students share their growth charts and tell their growth stories in class as required in 4d while other students listen carefully and ask questions. Observe how students report their changes to the class and evaluate the effectiveness of teaching and learning.
PurposeTo enhance students’ public speaking and listening skills, allowing them to further reflect on their own growth while gaining more inspiration from the sharing of others.
Homework 1.Basic homework: Finish the exercises and check the answers. 2.Practical homework: Present and share your growth chart with your family. 3.Extended homework Search for information online about your favourite stars’ change over years and write it down by using comparatives.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

21世纪教育网(www.21cnjy.com)/ 让教学更有效 精品试卷 | 英语学科
Section A
导入一:问题导入
　　Ask students: “Look at the classmates around you. How are you different from your deskmate Is there a difference in height, personality, or hobbies Today, let’s learn how to describe and compare these differences in English—How are we different from each other ” Use real-life connections to spark students’ thinking.
导入二:游戏导入
　　Play a “Find Differences” game. Show two similar pictures with subtle differences. Ask students to find the differences. After the game, say: “Just like these pictures, people also have differences. Now, let’s explore how we are different from each other through English learning.”
导入三:图片导入
　　Show the textbook picture of the two girls. Ask: “What differences do you notice between these two girls Are their appearances or actions different These differences help us understand how we are different from each other. Let’s dig deeper into this topic.”
导入四:故事导入
　　Tell a story: “Lily and Lucy are twins. Though they look alike, Lily is outgoing and loves sports, while Lucy is shy and enjoys reading. Today, we’ll learn to describe such differences and answer how we are different from each other.”
导入五:实物导入
　　Bring two objects with obvious differences. Ask: “How are these two objects different We can compare objects, and we can also compare people. Now, let’s learn to talk about how we are different from each other in English.”
导入六:头脑风暴导入
　　Organize a brainstorm: “In groups, list words that describe people’s differences, like ‘tall’ ‘shy’ and ‘hard-working’. Then share your words. Great! These words help us explain how we are different from each other. Let’s learn more about comparisons in this unit.”
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:角色扮演
　　开展方式:将学生分成小组,分别模仿 “Section A 1b, 1c and 1d” 的对话。如一组学生表演 Peter 鼓励 Chen Jie 参加音乐节的对话,另一组表演音乐节上对 Ella 和 Emma的表演的讨论。
活动二:小组讨论分享
　　开展方式:围绕 “How are your classmates different ”, 让学生分组用英语讨论。每组推选一名代表,向全班分享小组内的讨论结果。
Student 1: Tom is taller than Jerry.
Student 2: Lily works harder than Lucy.
…
活动三:制作对比卡片
开展方式:让学生选择两位同学(或自己与同学),制作对比卡片。让学生用英语写出他们的不同点,如身高、性格、特长等,并配上简单图画。完成后,邀请部分学生上台分享。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,回答下列问题。(听力原文:Section A 1b, 1c & 1d)
1.Why does Peter encourage Chen Jie to perform at the music festival

2.What is Chen Jie afraid of

3.How do they solve the problem

4.Who is taller, Emma or Ella

5.Who dances better, Emma or Ella

◎Key: 1.Because she plays the Chinese flute better than anyone else in the music club.
2.She is afraid of performing alone.
3.They perform together.
4.Emma is taller.
5.Ella dances better.
听录音,选出正确选项。(听力原文:Section A 2a & 2c)
(　　)1.How is this year’s school music festival different from last year
A.There are fewer students.
B.There are more students and more activities.
C.It is less colourful.
(　　)2.How are the twins different
A.Emma is funnier.　　　　
B.Ella is quieter.　　　　
C.Emma is a little quieter.
(　　)3.Who gets up earlier
A.Ella. 　　　　
B.Emma.
C.They get up at the same time.
(　　)4.What does Ella like doing in her spare time
A.Reading. B.Singing. C.Playing sports.
(　　)5.How do the twins see themselves
A.They are the same in many ways.
B.They make a great team together.
C.They don’t work well together.
◎Key: 1.B　2.C　3.B　4.C　5.B
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　形容词和副词的比较级
　　【观察】
1.Tom is smarter than me. 汤姆比我聪明。
2.Which is bigger, the earth or the sun 地球和太阳,哪个更大
3.Nelly sings so well. 内莉唱得很好。
4.It’s rather/quite/very cold.天气很冷。
5.This box is much/even/a lot/a little heavier than that one.
这个箱子比那个箱子重得多/重一点儿。
6.I work as hard as him. 我和他工作一样努力。
7.I am not so tall as her. 我不如她高。
8.Our school becomes more and more beautiful.
我们的学校变得越来越漂亮了。
9.The higher you stand, the farther you’ll see. 站得高,看得远。
10.He is the heavier of the twins. 他是双胞胎中较重的那个。
　　【探究】
形容词和副词有三个等级:　原级　、　比较级　和　最高级　。两者进行比较时使用　比较级　,且常和　than　连用,后面接人称代词的宾格;so, rather, quite, very和　原级　连用;much, even, a lot, a little常和　比较级　连用;as…as…表示 “和……一样……”,第一个as是副词,第二个as是连词,两个as中间用形容词或副词的　原级　;“比较级+and+比较级”表示“越来越……”,多音节和部分双音节形容词或副词用“more and more+原级”结构; “the+比较级,the+比较级”表示“越……,越……”;“the+比较级”表示“两者中较……的那个”。
语法巧记口诀:
　　原级和比较级的用法
原级是基础,用法不特殊。记住几个词,so, rather, quite, very;
中间加原级, as…as 不难记;not so…as, 汉语是“不如……”。
形和副有三级,原级、比较和最高;两者要用比较级,三者要用最高级;
比较级要牢记,than出现是标志;
even, much还有far, a little和 a lot,后面比较错不了。
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Section B
导入一:问题导入
　　Ask students: “Have you ever noticed that you and your friends are similar in some ways but different in others For example, one likes drawing while another likes singing. How should we understand these differences Today, let’s explore ‘How do we understand differences’ together.” This directly connects with students’ daily experiences and stimulates their thinking.
导入二:图片导入
　　Show students several groups of pictures of friends. Some are similar in hobbies, while others are different in personalities. Say: “Look at these pictures. What differences and similarities can you find How do these differences affect their friendships Now, let’s learn how to understand differences.” Pictures are intuitive and can quickly attract students’ attention.
导入三:故事导入
　　Tell a story: “Once, there were two friends, Lily and Lucy. Lily was quiet and loved reading, while Lucy was active and enjoyed sports. At first, they didn’t understand each other’s hobbies. But later, they tried to learn from each other. Lily joined Lucy in sports and found it fun, and Lucy also sat down to read with Lily. Through this, they understood each other’s differences better. So, how do we understand differences Let’s discuss.” Stories are engaging and help students relate to the topic.
导入四:游戏导入
　　Play a “Find Differences” game. Prepare some pictures or objects and let students find the differences. Then say: “Just like these pictures/objects, people also have differences. How do we understand these differences in our lives Let’s explore together.” Games make the class lively and increase students’ participation.
导入五:头脑风暴导入
　　Ask students to quickly call out words related to “differences,” such as “hobby” “personality” and “opinion”. Then say: “These words are all about differences. But how do we understand differences in our friendships Let’s start our lesson.” Brainstorming activates students’ thinking and lays a foundation for the new lesson.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:小组讨论分享　
开展方式:将学生分成小组(4-5人一组),围绕 “Are you similar to or different from your friends In what ways ” 用英语进行讨论。每个小组推选一名代表,向全班分享小组内的讨论结果。
Student 1: I’m similar to my friend in music. We both love pop music.
Student 2: I’m different from my friend. I like drawing, but she likes dancing.
…
小组代表总结: In our group, some friends are similar in hobbies, while others are different in interests.
活动二:角色扮演
开展方式:学生分组,每组选择扮演 Tom、Matt或Diana,模仿文本中的语气和内容进行朗读或表演。表演后,其他小组可以提问,如 “Why do you think a good friend is like a mirror, Matt ”
活动三:观点辩论
开展方式:将学生分为正反两方,正方支持 “Friends should be similar.”,反方支持 “Friends should be different.”。学生结合 Matt 和 Diana 的观点准备论据,进行辩论。
辩论示例:
正方主辩:Friends should be similar. Just like Matt said, a good friend is like a mirror. When friends have similar hobbies, like playing sports together, they can enjoy each other’s company and improve together. For example, Matt and Stephen both love sports, so they often practise badminton together. This makes their friendship stronger.
反方主辩:Friends should be different. Diana’s experience shows that different friends can make us better. She is kind of shy, but her friend Yuan Lei is outgoing. Because of Yuan Lei, Diana is becoming more outgoing. Differences bring new perspectives and opportunities to learn. So, being different from friends is more beneficial.
自由辩论:正方问:“But if friends are too different, won’t there be more conflicts ” 反方答:“Conflicts can be solved through communication. And different friends can teach us things we don’t know. Take Diana’s friend Zhang Yong as an example. He gives direct opinions, which helps Diana correct mistakes.”
总结陈词:
正方:In conclusion, similar friends have the same interests, and this makes the friendship happy and fun.(总之,相似的朋友有相同的兴趣,这让友谊既快乐又有趣。)
反方:In summary, different friends bring different things and help us become better. So, friends should be different.(总的来说,不同的朋友带来不同的东西并帮助我们变得更好。所以,朋友应该是不同的。)
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
根据短文内容,选出正确选项。(教材原文: Section B 1b)
(　　)1.What does Matt think a good friend is like
A.A teacher. B.A mirror. C.A book.
(　　)2.Why do Matt and Stephen often hang out together
A.Because they have similar hobbies and interests.
B.Because they study together.
C.Because they live near each other.
(　　)3.Why is Diana becoming more outgoing
A.Because she practises a lot.
B.Because her friend Yuan Lei is outgoing.
C.Because she has many friends.
(　　)4.What does Zhang Yong do when Diana makes a mistake
A.He laughs at her. 　　　　　　B.He gives direct opinions. C.He helps her fix it.
(　　)5.What is the main idea of the text
A.How to make friends.
B.The importance of being different.
C.Different opinions on friends.
◎Key: 1.B　2.A　3.B　4.B　5.C
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