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Unit 3 Same or Different？
一、单元主题分析
本单元标题为“Same or Different？”，话题为“How do we compare with each other？”，语言功能为Compare yourself with a partner，语法为Comparatives with -（i）er and more；as...as。
本单元主题是“人与社会”范畴下的“社会服务与人际沟通”，子主题是“良好的人际关系与人际交往”。本单元紧紧围绕“介绍自己的好朋友——比较朋友的异同点——谈论对朋友的看法——分享自己的变化”这一主线开展教学探究活动，有助于让学生学会尊重他人的差异，理解良好人际关系的要素，并培养学生建立和维护健康、良好人际关系的能力。
本单元主要以听力、对话、阅读等多模态语篇阐述这一主题，对“讨论好友的异同点”这一话题进行了探究。在探究过程中，学生需要深入思考朋友之间异同点的本质，分析这些异同点对朋友关系的影响，以及如何从这些异同点中学会尊重他人的差异。本单元旨在培养学生积极向上的情感态度，增强自我认知和情感管理能力，同时也有助于学生形成关爱他人、乐于分享、善于合作的良好品质。
二、单元主题及语言框架
单元主题大观念
单元语言大观念
三、单元教学目标
语言能力及技能 语言能力：1．掌握有关描述与比较人物或事物异同点的词汇或句型以及对好朋友看法的常用表达。Key words and phrases：alike，different，similar hobbies，interest，help each other by lending a hand，a good sense of humour，less straightforward，more hard－working，see the silver lining in different situations，care about。Key sentences：①—Is Julie slimmer than you？　—No，she isn't.She is as slim as me.②—Who dances better，Ella or Emma？　—Ella.③We should respect each other's differences and learn from each other.④I'm getting better at badminton.⑤Emma always gets up earlier than me，but I work as hard as her!⑥A true friend reaches for your hand and touches your heart.⑦ The population of Vancouver was smaller than that of Guangzhou in 2024.2．掌握字母a，e，o及字母组合er，or发短元音/?/以及字母组合er，ir，ur，ear发长元音/ /的发音规律并感知句子的语调，提升语言美感。
语言能力及技能 语言技能：1．掌握形容词、副词、名词等词汇来准确描述人物或事物的特征，从而更清晰地表达人物或事物的特点。2．能够正确使用比较级来体现程度差异，使表达更加丰富和准确。3．能够有条理地组织语言并按照一定的逻辑顺序对人物或事物进行描述和比较。在表达对朋友的看法时，能够清晰地传达自己的情感和观点。4．通过对字母a，e，o及字母组合er，or发短元音/?/以及字母组合er，ir，ur，ear发长元音/ /的发音学习，能够更准确地拼读单词。感知句子的语调对语义和句子情感的影响。
文化意识 1.通过谈论朋友间的异同，学生能够了解到不同文化背景下的人们在价值观、生活方式、社交习惯等方面的差异，如不同国家的人对待友谊的不同态度，从而增强对多元文化的理解和包容。2．谈论朋友间的异同能让学生理解不同文化中友谊的内涵和社交规则。
思维品质 1.在描述和比较人物或事物时，需要学生仔细观察其特点，分析出关键的异同之处，这有助于培养敏锐的观察力和深入的分析能力。2．运用逻辑关系来组织语言和表达观点，使描述和比较具有连贯性和说服力。
学习能力 学生需要善于观察周围的人物和事物，积累丰富的素材，以便在描述和比较时有具体的内容可写。同时，要注意积累各种常用的表达方法，通过阅读、写作等多种方式不断丰富自己的语言库。
四、单元重难点
重点：
1．掌握字母a，e，o及字母组合er，or发短元音/?/以及字母组合er，ir，ur，ear发长元音/ /的发音规律。
2．掌握有关描述与比较人物或事物异同点的词汇和句型以及对朋友看法的常用表达。
3．学会用比较级比较人物或事物的异同点。
难点：
1．将字母a，e，o及字母组合er，or发短元音/?/以及字母组合er，ir，ur，ear发长元音/ /的发音规律准确运用到拼读单词中。
2．部分形容词和副词的比较级形式是不规则的，需要特殊记忆这些不规则变化。
3．选择恰当的句型和语法结构谈论对朋友的看法。
Unit 3 Same or Different？
　Section A(1a～1e)&Pronunciation
一、教学内容
1．Talk about the similarities and differences between Ella and Emma.
2．Use comparatives to compare the two persons.
3．Talk about the pronunciation of the letters “a，e，o” and letter combinations “er，ir，or，ur，ear”，and feel the intonation in a sentence.
二、课时教学目标
Language Abilities●Students will be able to master key vocabulary and sentence patterns，and correctly read and write them.●Key words and phrases：fast，late，tall，lazy，loud，funny，outgoing，boring，short，quiet，early，slow，more hard－working，shy，play the Chinese flute betterKey sentences：①—Is Ella taller than Emma？　—No，she is shorter than Emma.②She sings louder than Ella.
Learning Abilities●Learn to grasp key words，phrases，and sentences related to describing people.●Learn to observe and analyze the characteristics of the two people in different aspects and describe them with appropriate comparative adjectives.●Master the pronunciation rules of the short vowel / / produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel / / produced by letter combinations “er，ir，ur，ear”．
Thinking Qualities●Be able to use the thinking mode of comparison and contrast，find out the similarities and differences between the two people，and clearly express them through comparatives.●Be able to summarize the pronunciation rules from numerous words，when discussing the pronunciation rules of the short vowel / / produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel / / produced by letter combinations “er，ir，ur，ear”．
Cultural Awareness●Understand the connotations of friendship in different cultures and develop an inclusive mindset of “harmony without uniformity”—valuing their own cultural identity while respecting others' distinct traits.●Recognize the dynamic nature of cultural awareness，thus cultivating cultural adaptability in relationships：achieving cross－cultural empathy via self－adjustment to build profound connections amid differences.
三、重点难点
重点：
1．Use appropriate words to describe the similarities and differences in an organized and logical manner.
2．Master the basic structures and usages of comparatives，including the changing rules of comparative forms of adjectives and adverbs.
3．Master the pronunciation rules of the short vowel / / produced by letters “a，e，o” and letter combinations “er，or”，as well as the long vowel / / produced by letter combinations “er，ir，ur，ear”．Read sentences in right intonation.
难点：
1．Students are likely to confuse the comparative forms of some adjectives and adverbs，especially the irregular comparative forms，and may make mistakes when using them.
2．Students may struggle to remember different pronunciation rules and the corresponding words，which is challenging to memorize.
四、教学过程
Step 1　Lead-in(1a)
The teacher shows some of celebrities' photos and asks students to describe the persons in the photos.
T：Look at the picture. Who is he What does he look like
S1：He is Mask. He is tall.
T：What is he like
S2：He is brave.
【设计意图】通过展示名人图片导入新课，激发学生的学习兴趣，同时帮助学生认识目标语言。
Work on 1a
1．Ask students to match each word with its opposite in 1a.
T：tall/short，big/small. These are two opposites. Here are some opposites in 1a.Can you find them
2．Ask students to share the opposites and give more opposites they know.
3．Ask students to read the words and the teacher helps to correct their pronunciations if necessary.
(The teacher lists the more opposites on the blackboard when students are sharing.)
Step 2　Listening & Speaking(1b～1e)
Work on 1b
1．Play two different videos for students. One video shows a scene of students participating in a music club：Students learn musical instruments，sing in chorus，and rehearse programmes in classrooms or practise rooms. The other shows a scene of students attending a music festival：Students are watching performances and interacting in a carnival-like atmosphere.
T：What do these two videos show
2．Ask students to listen to the conversations and complete 1b.
T：Here are two conversations. Can you tell where the conversations take place Listen to the conversations and tick the correct places.
Work on 1c
Ask students to listen to the conversations again and complete the sentences.
T：Cheng Jie and Peter are going to perform in the coming music festival. But there are some problems. How do they solve the problems Listen to the first conversation and fill in the blanks.
T：After Peter and Chen Jie's performance，Mrs Brown came to praise them. Then，whose performance did she watch with Peter and Chen Jie Listen to the second conversation and fill in the blanks.
Work on 1d
Ask students to listen to the conversations again and match the characters with the correct descriptions.
T：How are Chen Jie and Peter different from each other The twins Ella and Emma are giving a show. How are their performances Listen and match the persons with the correct descriptions.
Work on 1e
1．Ask students to summarize the differences between Ella and Emma using mind maps.
2．Ask students to make comparisons and introduce the differences according to the mind map they drew and the sentence patterns in 1e.
3．Choose two or three pairs of students to share their conversations.
【设计意图】通过创设两人对话情境的形式，学生能够熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～2)
1．The teacher shows puzzle cards (each with letters or letter combinations written on them)，shuffles the pieces，and distributes them to students. The teacher plays the audio of the pronunciation / /.The students quickly find the puzzle pieces with letters or letter combinations that make the same sound as the one they hear (/ /) and put the puzzle together.
T：Look at these puzzle cards. Each card has some letters or letter combinations on it.I'll mix up these cards and give them out to you. Listen carefully! I'll play the sound / /.When you hear it，quickly find the cards with letters or letter combinations that make the same sound. Then，work together to put the puzzle back in one piece!
2．Ask students to observe the commonalities of these different letters and letter combinations，and then introduce the knowledge of phonetic symbol / /.
T：Great job! Now，take a good look at the cards you've put together. What do these different letters and letter combinations have in common Let's find out! You see，when these letters or letter combinations make this special sound，we use the phonetic symbol / /.
3．Ask students to read the two sounds / / (as in “about”) and / / (as in “bird”) and distinguish the differences between them.
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to read all the words，and then check.
3．Ask students to add one more word according to the pronunciation in each group.
Work on 2
1．Ask students to listen to the recording and repeat after the recording. Remind them of paying attention to the intonation in these sentences.
2．Ask students to practise and imitate the two conversations in pairs. Then，have several pairs to perform one by one and select the “Best Imitation Group”．
T：Now let's see who can imitate the best. Please work in pairs and role－play the two conversations. One will be A，and the other will be B．Please pay attention to your intonation，pronunciation and emotion.
【设计意图】 通过跟读音标、对应单词以及对话并进行角色扮演，学生能有效地练习发音和句子的语调。
Step 4　Summary
1．Ask students to do the exercises about what they have learnt today.
2．Ask students to make a summary about what they have learnt today.
【设计意图】通过练习和总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Draw a mind map to introduce the similarities and differences between you and your best friend.
五、板书设计
Unit 3　Same or Different 第一课时　Section A(1a～1e)&Pronunciation
六、教学反思

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