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课题 Unit 3 Same or Different Section A (1a-Pronunciation) 学段 初中 年级 八
课型 听说＆语音课 课时 1 学科 English
单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“生活与学习”主题群中的“身边的事物与环境”子主题内容，本单元的主题是“相同与差异”，旨在引导学生探讨人与人之间的相似性和多样性。通过比较人物和事物，讨论朋友间是否应该相似或不同，以及个人过去与现在的变化，鼓励学生思考人际关系中的共性与个性，培养他们的批判性思维和社会认知能力，同时促进对多样性的理解和尊重。
文本解读 What:本课是人教版(2024)八年级上册第三单元Same or Different 的第一课时，本课时围绕“People’s differences”展开，首先通过匹配反义词(如fast/slow、shy/outgoing)帮助学生理解对立概念，强化对形容词的比较运用;两篇听力文本以音乐俱乐部和音乐节为场景，通过对话呈现人物性格与能力的差异(如Chen Jie内向但努力，Peter外向但随性)，并引导学生完成填空和匹配练习，培养细节捕捉能力。 语音训练聚焦发音规则和语调练习(如疑问与肯定的升降调)，通过跟读和扩展词汇提升语音准确性。 Why:反义词匹配和人物对比活动巩固比较级用法，为后续语法学习铺垫;通过对话中的矛盾(如Chen Jie的紧张与Peter的鼓励)训练学生推断信息的能力;分类练习和情景语调模仿提升自然交流的流畅度。 本课时以差异为核心，通过语言活动传递“和而不同”的价值观，兼具工具性与人文性，适合通过互动、反思与创造实现多维目标。 How:首先用“反义词快闪”激活学生记忆，再通过角色扮演(模仿Chen Jie和Peter)深化对性格差异的理解,先听填关键词，再讨论 “Why was Chen Jie afraid ”,对比两版对话，分析人物成长，改编对话(如用“doctor,quiet”编新句子)，结合语调规则表演，强化语音的实际应用。 语音训练部分小组竞赛分类单词，利用手势（如↗↘标语调）辅助跟读。
学情分析 1.学生基本情况 本课面向初二年级学生，他们已掌握基础词汇和简单句型（如比较级“taller than”），但灵活运用能力较弱，尤其在反义词、比较级和语调控制上易出错；对直观、互动性强的活动（如图片对比、角色扮演）兴趣浓厚，但逻辑分析能力（如推断对话隐含信息）仍需引导；他们关注同伴关系，对“差异与认同”话题敏感，但可能因害羞或怕犯错而回避表达个人观点。 2.已有知识经验 词汇与语法：已学习基础形容词（如tall, shy）和一般现在时，但反义词的系统对比（如hard-working/lazy）和比较级（如“sings louder”）的准确使用仍需巩固。 听力技能：能听懂简单日常对话，但对长句和隐含态度（如Chen Jie的紧张情绪）的理解存在困难。 语音能力：熟悉音标但易混淆相似发音，疑问句语调（如升降调）的模仿不够自然。 3.学习难点预测 听力部分需同时处理多任务（填空+匹配），学生可能因信息过载遗漏关键细节。 讨论“朋友是否应相似”时，部分学生可能因社交顾虑不敢表达真实想法。 4. 教学对策 听力中分段播放对话，先完成填空，再进阶匹配人物性格，逐步提升复杂度。 设计“找不同”游戏（比较同伴特点），让学生在互动中自然运用语言，体会差异的积极意义。
教学目标 语言 能力 1.Students will be able to identify and use antonyms (eg, fast/slow, shy/outgoing) and comparative forms (eg, taller, louder) accurately in sentences. 2.Students will demonstrate understanding of descriptive adjectives to compare people and objects.
文化意识 1.Students will recognize the value of differences in teamwork (eg, Chen Jie and Peter’s complementary skills in music). 2.By discussing the similarities and differences between people, students can respect and understand differences.
思维品质 1.Students will analyze character traits (eg, “Chen Jie is hard-working but shy”) and infer solutions to problems. 2.Students will justify opinions about the importance of differences.
学习能力 1.Students will negotiate roles in group tasks (eg, role-playing conversations) and peer-correct intonation errors. 2.Students will self-assess pronunciation by recording and comparing their speech to model audio.
教学 重难点 教学重点 Students will extract key details from conversations (eg, Chen Jie’s fear of performing alone) and complete sentences based on auditory input.
教学难点 Students will practice intonation patterns (rising/falling tones) in questions and exclamations.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. In this unit,you will -compare people and things. -discuss whether friends should be similar or different. -talk about how you are different from the past. -discover why differences are important. 3.Look at the cover page of this unit and think the questions in Look and share: -What is the possible relationship between the girls in the photo -What do they have in common -How are they different from each other 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo about the two girls and answer the questions. 通过观察封面页，介绍本单元的学习目标，使学生明确课堂主题和任务，为后续学习做准备。
Step 2 Lead-in 1.Show some pictures about different famous people to students and let students speak out some adjectives about people,and compare the famous people in the pictures. 2.Introduce the concept of the comparative degree. T:-Who is taller /-Who is thinner /-Who has short hair ... Observe the pictures and compare the differences. 利用图片著名人物的独特的特点.激发学生的学习兴趣和好奇心，引导学生用已有的知识和词汇来描述人物的性格特征,同时引出本节课的新知识。
Step 3 Pre-listening Work on 1a 1.Present the words through “word flash game” in la,read them aloud and explain their meanings, and let the students read after teacher. 2.Guide the students to match the words with their antonyms,and check the answers. 3.Teacher guides students to make comparative sentences by using these words to deepen the understanding and memory. For example: David is outgoing, but Mary is shy. 1.Learn the meanings of the words and read after teacher. 2.Match each word with its opposite and check answers together. 3.Students make comparative sentences by using these words. 通过“单词快闪游戏”呈现新词汇,教师带读释义、匹配练习与造句，帮助学生掌握词汇及其反义词，提升词汇认知与运用能力，强化理解记忆。
Step 4 While-listening Work on 1b 1.T:Peter and Chen Jie are both at the music club and there will be a school music festival. They are talking about it. 2.Play the recording of 1b for the first time.Instruct students to listen carefully and get the general idea of the conversations. 3.Play the recording of 1b again.This time,tick the locations where the conversations take place.After that,have students share their answers in pairs first and then have the whole class check the answers. Work on 1c 1.T: Let's listen to the Dialogues again between Peter and Chen Jie,Mrs Brown and them. This time,complete the sentences. ①Peter and Chen Jie are talking about the .Chen Jie is afraid of performing alone so they solve the problem by playing a song . ②Mrs Brown and Peter are talking about and show. 2.Invite one or two students to share their answers. Work on 1d 1.Listen to the two conversations again.Match the characters with the correct descriptions. 2.Teacher leads students to compare Chen Jie and Peter,Emma and Ella by using the information in 1d. For example: Chen Jie plays the Chinese flute better than Peter. Emma is taller than Ella. 1.Listen for the first time and get the general idea. 2.Listen for the second time and finish 1b. 3.Check the answers together. 4.Finish 1c. 5.Share the answers. 6.Match the characters with the correct descriptions. 7.Compare the characters Chen Jie and Peter,Emma and Ella. 教师观察学生在听力任务中的参与度和反应，评估他们对听力内容的理解程度和任务完成情况,帮助学生提高听力理解能力，并培养他们在听力过程中捕捉关键信息的能力。 通过对Chen Jie和Peter，Emma和Ella进行对比，强化对听力文本的理解，初步探索比较级的用法。
Step 5 Post-listening Work on 1e 1.Use the information from 1d to make comparisons. A:Is Ella taller than Emma B:No,she is shorter than Emma. A:Who dances better,Ella or Emma B:... 2.Let some groups role-play their conversations. Group work 1.Divide students into groups of four.Give them a topic:"If you are going to form a music group (basketball/ volleyball/...team)with two of your classmates, who will you choose and why Use comparative forms to explain your reasons." 2.Each group discusses and takes notes. 3.After that,select representatives from each group to share their ideas with the whole class. 1.Make a conversation with partners. 2.Students have a group work. 通过角色扮演和小组合作，增强学生的口语表达能力，再次熟悉比较级的用法，促进学生在真实情境中运用语言的能力。
Step 6 Pronunciation Read the following sentences aloud.Pay attention to the coloured parts. Work on 1 1.Listen and repeat. Add one more word to each group. 2.According to the pronunciation of the words in the recording,students classify the words they hear into the classification boxes. Work on 2 1.Listen and repeat. Notice the intonation. 2.Imitate and distinguish the pronunciation rules,use gestures to master the characteristics of intonation,and then practise the dialogue. 1.Read the following sentences aloud. 2.Finish Pronunciation 1 and do the exercises. 3.Listen and repeat, and notice the intonation. 4.Understand the intonation and practice the dialogue. 通过一首chant引入语音部分的学习，让学生关注标红部分的读音。 教师观察学生的记忆速度，判断学生对发音的熟悉程度并给予及时的讲解和纠正。 帮助学生总结/发音规律,利用手势高低帮助学生分辨阅读时的语调。通过分类和辨析的方式帮助学生构建语音知识网络。
Step 7 Summary 1.Quickly recap the word opposites practiced earlier. Ask students to create one new pair of opposites in pairs and share with the class. 2.Replay the intonation examples. 3.Use the character descriptions (Chen Jie, Peter, Ella,Emma) to ask comparison questions and give comparisons. Follow teacher’s step to review and finish the tasks. 学生跟随老师的节奏完成对本节课重点内容的回顾与练习。
Step 8 Homework Level A:Students use the information in class to write 5-6 comparative sentences comparing the characters Chen Jie and Peter,Emma and Ella. Level B:Write a short dialogue with your partner about the differences between you two. The dialogue should contain at least three comparative sentences. Level C:1.Write a short paragraph (6-8 sentences) about a time you felt shy like Chen Jie and how you solved it. 2.Create a comic strip comparing two characters (eg, Peter VS. Chen Jie) with speech bubbles using comparatives. 此环节为分层作业设计,侧重于不同类型的对比较级的用法的巩固和练习。
板书设计 Unit 3 Same or Different Section A (1a-Pronunciation) 反义词：fast-slow,shy-outgoing, late-early,tall-short, lazy-hard-working,loud-quiet, funny-boring 比较级：1.tall-taller 2.nice-nicer 3.sad-sadder 4.lazy-lazier 5.good/well-better 6.outgoing-more outgoing 7. wonderful-more wonderful 8.quickly-more quickly 重点句子： 1.—Is Ella taller than Emma -No,she is shorter than Emma. 2.I'm not as outgoing as you. 3. Who dances better,Ella or Emma
教学反思 一、成功之处: 1.多元教学目标的有效达成:课程设计涵盖了词汇、听力、发音和语法等多个语言技能的训练。通过循序渐进的活动设计，学生能够掌握本课的核心语言点，90%的学生能够正确匹配反义词并造出简单的比较句。 2.情景化教学激发学习兴趣:以音乐节为背景的对话情境贴近学生生活，特别是关于克服舞台恐惧的主题引起了很多学生的共鸣。在角色扮演环节，学生们表现积极，能够运用所学词汇和句型进行简单的对话交流。 二、存在问题: 1.评价方式单一:主要依靠教师观察和课后作业来评估学习效果，缺乏过程性评价。对于发音和口语表达的评估标准不够明确，学生难以进行自我检测。 2.高阶思维训练不足:课堂活动主要集中在记忆和理解层面，分析、评价和创造等高阶思维活动占比较低。比如在讨论人物特征时，可以引导学生思考"为什么不同性格的人能合作成功"等更深层次的问题。 三、改进措施: 1.丰富评价方式:引入多元评价,如自评提供发音自测表；互评制定简单的小组表现评价量规；师评建立个人成长档案。 2.提升思维品质:在比较级应用中增设开放性问题如 "你认为Peter和Chen Jie谁更适合当队长 为什么 " "如果要组建乐队，你会选择什么样的性格组合 "

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