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课题 Unit 3 Same or Different Section B (Project) 学段 初中 年级 八
课型 项目活动课 课时 6 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 的第六课时，该项目课题是“See who changed the most”，以“个人成长变化”"为主题，通过对比初中入学前后的身心发展差异，引导学生从身体、心理、学习和运动等维度进行自我评估。课程包含三个核心环节：两人互访完成成长对比表格；制作个性化成长图表并展示；通过反思问题探讨差异的价值。 Why:该项目旨在强化比较级句型(Am I taller/more confident than...)和成长类词汇的运用；通过数据收集和图表分析发展逻辑思维，通过反思问题培养辩证看待差异的能力；在分享环节中学会欣赏他人变化，理解多样性对集体成长的积极意义。 How:采用"探究-实践-反思"的PBL模式：用访谈表格搭建语言支架，确保基础输出；通过可视化成长图表(可加入照片/视频)实现跨媒介表达；四个层级递进的反思问题(从语言总结→价值判断)引导深度学习。最终通过班级展示形成学习共同体，践行"We are different, but we can be stronger together"的单元理念。
学情分析 1.学生基本情况 本课的教学对象为初中八年级学生，他们正处于青春期快速发展阶段，对自我认知和他人评价较为敏感，开始形成独立判断能力，但对"差异"的理解容易简单二元化，对个人成长话题有天然兴趣，但系统反思能力有待提升。 2.已有知识经验 已掌握基础比较级结构，能使用简单句型描述个人特征。但在表达抽象概念和复杂比较关系时存在困难。 3.学习难点预测 成长类抽象词汇的准确运用；从具体现象到抽象概念的归纳能力（如将"长高5cm"转化为"physical growth"）。 4.教学对策 提供比较级句型模板，制作成长维度词汇银行；示范如何将具体事例转化为成长维度。
教学目标 语言 能力 1.Students will accurately use comparative adjectives and growth-related terminology to describe personal changes. 2.Through pair interviews and presentations, students will practice question formation ("Am I...than... "), active listening, and structured reporting.
文化意识 1.By sharing growth charts, students will recognize how socioeconomic backgrounds and cultural norms shape different growth trajectories. 2. Students will compare Eastern and Western perspectives on personal growth by examining cultural values.
思维品质 1.When creating growth charts, students will distinguish between quantitative changes (eg, height measurements) and qualitative progress (eg, improved confidence), categorizing evidence appropriately. 2.Through the question ("What did you learn about yourself "), students will demonstrate ability to connect specific growth examples to broader self-concept development.
学习能力 1.Students will interview peers and work in groups, enhancing teamwork skills. 2.The project requires negotiating meaning during peer interviews and synthesizing feedback during class sharing.
教学 重难点 教学重点 Students will construct comparative sentences (eg, "I study more efficiently than last year") and compound structures to articulate growth.
教学难点 Students will employ survey techniques (pair interviews) and data visualization (growth charts) to document changes systematically.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Lead-in Teacher shows a short video comparing herself now to five years ago, allowing students to watch and answer what changes she has made comparing to five years ago. S1:Your hair is longer than it was five years ago. S2:You are more fond of sports than five years ago. S3:... Watch the video and say what changes the teacher has made. 教师通过出示现在与五年前的对比视频，引入本节课的话题，激发学生的学习兴趣。
Step 2 Free talk Work on 4a 1.Introduce the project:Today we’ll learn the project “See who changed the most”. 2.The teacher presents the task of 4a, and asks students to have a free talk about their personal growth after entering junior high school. 3.Guide students to compare their changes from different aspects, such as physical, mental, study, sports, etc., Students organize their own language first, make records if necessary, share with peers, and then teacher invites some students to speak. S1:I grew 5cm taller after entering junior high school. S2:I studied harder after entering junior high school. S3:... 1.Listen to the project instructions and clarify tasks. 2.Students have a free talk about their personal growth. 3.Organize the language and share. 通过介绍项目活动，使学生明确任务:谈论个人成长。学生在自由讨论中复习和运用所学相关比较级的表达谈论自己各方面的变化，巩固所学的同时对自己的成长有一个客观的认识。
Step 3 Work in pairs Work on 4b 1.Teacher shows the table of 4b, first let students determine the problems in physical,mental,study and sports aspects and complete the question in other aspects. 2.Students give their answers based on the problems they identify, and complete the "My answer" column. 3.Have a pair work with your partners and ask each other questions about the problems just determined, complete the "Partner's answer" column. Then compare your answers with partner's to see whether they are similar or different. 1.Students determine the problems in physical,mental, study and sports and other aspects. 2.Students complete the "My answer" column. 3.Have a pair work and ask each other questions. 教师出示4b的表格，要求学生确定问题并给出自己的答案；接着进行结对合作，询问彼此的答案，训练所学句型，培养口语表达能力；完成后将自己的答案和同伴进行对比，看看彼此的变化是否相同。
Step 4 Creating Work on 4c 1.Teacher gives students time to make their own personal growth charts. 2.Teacher gives students some creative ideas and examples. For example: Physical:I grew 5cm taller after entering junior high school.(Attach a photo of yourself now compared to when you were in primary school.) Mental:I'm much more confident. Last year, I was too shy to speak in public. But this year, I gave a speech in front of the whole class.(Attach a photo or video of your own speech.) Study:I study more efficiently. In the last math test, I got a much higher score than before.(Attach the photo of the math exam paper.) Sports:I play badminton better. I joined a badminton club and practiced regularly.(Attach a photo of playing badminton.) Others:I have a new hobby now. I like drawing beautiful landscape paintings.(Attach a landscape painting) 3.While students are creating, the teacher patrols, providing guidance and assistance to students when necessary. 1.Students conceive how to create a personal growth chart. 2.According to the creative ideas and examples provided by the teacher, list the framework of the personal growth chart. 3.Fill and enrich your personal growth chart with photos prepared in advance. 在学生构思和创作个人成长表格之前，教师给学生从身体、心理、学习和运动等维度提供一些创作思路和例子，为学生搭好创作的脚手架，降低他们的创作焦虑； 鼓励学生用课下提前准备的素材去充实他们的个人成长表；在学生进行自主创作时，教师巡视并及时给予指导和帮助。
Step 5 Sharing Work on 4d 1.Teacher organizes students to share and introduce their personal growth charts within their groups. 2.From the aspects of sentence logic, content richness, and aesthetics, the groups select the most outstanding personal growth chart for presentation to the whole class. 3.Teacher shows two questions of 4d:What did you learn about yourself Who changed the most in your class Give students time to organize their language and write a speech, and invite individual students to share. For example: I learned that I'm more capable of self-improvement than I thought. I realized that with effort, I can make progress in many aspects. As for who changed the most in my class, I think it's Peter. He used to be very quiet and bad at sports. But now, he has become much more outgoing and even joined the school basketball team. 1.Students share their personal growth charts within their groups. 2.Students select the most outstanding personal growth chart within their groups for presentation to the whole class. 3.Students write a speech and share with class. 教师组织学生组内分享和介绍自己的个人成长表，然后根据句子逻辑性、内容丰富性、美观性等方面小组内推选出最佳个人成长表并向全班展示，课下张贴在教师公告栏供学生欣赏和参考。 教师就4d的问题让学生思考并发言，总结自己的变化和分享自己的进步，同时能够发现别人的变化，促进大家共同进步和成长。
Step 6 Reflecting 1.Lead students to discuss on reflecting questions: -What words and expressions can you use to make comparisons -How can we benefit from each other's similarities and differences -How should you treat people who are different from you -Is being different a good thing Why 2.T summarizes:We are different,but we can be stronger together. Answer reflecting questions in pairs,and share with the whole class. 学生就自我反思中的四个问题进行自查，检验本单元的学习情况并分享;教师升华主题:我们是不同的，但是我们可以共同变强。
Step 7 Summary Summarize the content learned in this class, including new words, questions, and the process of the project. Review the knowledge with teacher. 回顾本节课所学知识，加深理解和记忆，帮助学生梳理知识脉络。
Step 8 Homework Level A:Find 5 words or phrases used for comparisons in your textbooks (eg,taller, more confident, better) and make sentences with each. Example: I study more efficiently than before because I take notes in class. Level B:Choose any 2 questions from Reflecting and answer them in 3-4 sentences each. Example (Question 4): Being different is good because we can learn from each other. For example, my friend is good at art, and I learn drawing from her. Level C:Share the growth charts in the group, summarize one common change across the class (eg,Most classmates improved in sports), and about how you can help each other through the differences. 本次分层作业设计的目的是确保学生的语言基础练习；加强互动与合作能力；培养批判性思维与表达能力。教师应鼓励学生根据兴趣和能力选择任务，用实物或数字形式提交。
板书设计 Unit 3 Same or Different？ Section B (Project)
教学反思 成功之处: 1.学生参与度高:学生对“个人成长”话题兴趣浓厚，积极参与表格填写和同伴访谈，课堂讨论氛围活跃,通过照片、图表等可视化方式展示成长，增强了任务的趣味性和真实性。 2.跨学科融合:结合体育（运动能力）、心理健康（自信心）等主题，帮助学生多角度反思成长，超越单纯的语言学习。 二、存在问题: 1.时间分配需优化:部分学生在访谈环节耗时过长，导致分享环节时间不足，未能充分展示全班成果。 2.语言输出不均衡:基础较弱的学生在造句和表达比较时仍依赖模板，缺乏个性化内容;同伴访谈中，部分学生仅用中文交流，未充分练习目标语言。 三、改进措施: 1.调整课堂节奏:为访谈环节设置计时器（如5分钟/组），预留固定时间用于全班分享，确保环节完整性。 2.差异化反馈:对基础层学生侧重语法准确性反馈，对进阶层和拓展层学生增加内容创意和逻辑性点评。

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