资源简介

教学设计
课程基本信息
学科 英语 年级 八年级 学期 秋季
课题 Unit 3 Same or Different-Section B（3a-3c）
教学目标
1.1 Knowledge Objectives Master the key vocabulary: primary, information, share, similar, primary school, be similar to, share sth. with sb. Grasp the key sentence structures: "She likes to do the same things as me." "Liu Li has more than one sister." "She’s quieter than most kids." Understand the functional language used to describe people’s similarities and differences in personality and hobbies. 1.2 Ability Objectives Develop the ability to read and comprehend descriptive passages about people’s similarities and differences, and extract key information (e.g., names, personalities, hobbies, similarities, differences) from the text. Cultivate the ability to use the target vocabulary and sentence structures to write short passages describing the similarities and differences between themselves and others. Improve listening and speaking skills through pair work and group discussions related to the topic. 1.3 Emotional and Attitudinal Objectives Foster an awareness of respecting individual differences and appreciating the value of friendship. Encourage students to actively communicate and share their ideas about friends and differences, enhancing their cooperative spirit.
重难点
2.1 Teaching Key Points Mastery of the key vocabulary and sentence structures for describing similarities and differences. Ability to read the passage in 3a, extract key information, and complete the tasks in 3b and 3c. Ability to write a short passage about the similarities and differences between themselves and a friend using the learned language. 2.2 Teaching Difficult Points Correct use of comparative forms of adjectives (e.g., quieter, more outgoing) in describing differences. Logical organization of ideas when writing about similarities and differences, using appropriate linking words (e.g., and, but, prehension of complex sentences in the reading passage, such as "Liu Ying is not as good at sports as her sister."
教学过程
教学环节 学习活动（包含设计意图）
Step 1: Warming-up & Lead-in (5 minutes) Greeting and Free Talk: The teacher greets the students and starts a free talk: "Good morning, class! How are you today Well, we talked about friends last class. Who is your best friend What is he/she like " Invite 2-3 students to share their answers. Show and Discuss: The teacher shows two pictures on the PPT: one is of two girls who look similar and do the same things (e.g., reading books, playing tennis), and the other is of two boys who are different (one is quiet, reading; the other is outgoing, playing basketball). Ask the students: "Look at these pictures. What do you find Are they the same or different " Guide the students to use simple words to describe, such as "same," "different," "quiet," "outgoing." Lead to the Topic: The teacher summarizes: "Today, we will read a passage about two sisters, Liu Li and Liu Ying. They are sisters, but they have some similarities and differences. Let’s learn how to describe them." Design Intent: The free talk connects with the previous class’s topic of friends, activating students’ prior knowledge and creating a relaxed classroom atmosphere. The picture show 直观 ly presents the concepts of "similarities" and "differences," which helps students understand the topic of the lesson quickly. This step effectively leads to the reading passage, arousing students’ interest in learning.
Step 2: Presentation of Prepositions of Place and Target Sentences (7 minutes) Vocabulary Learning: The teacher presents the key vocabulary on the PPT with pictures and English explanations: primary: relating to the first stage of education (show a picture of a primary school) information: facts or details about something (show a picture of a student looking for information on the Internet) share: to give part of something to someone else (show a picture of two friends sharing a cake) similar: like someone or something else (show a picture of two similar bags) The teacher reads the words aloud, and the students follow. Then, use flashcards to check students’ pronunciation and understanding. For example, ask: "What does ‘share’ mean Can you make a sentence with ‘share’ " Predict the Passage: The teacher shows the title of the reading passage "Liu Li and Liu Ying" and the photos of two girls. Ask the students: "They are sisters. What do you think they are like Are they the same or different What might be their hobbies " Write down students’ predictions on the blackboard. Design Intent: Learning vocabulary before reading helps eliminate language barriers for students, enabling them to understand the reading passage more smoothly. Using pictures and explanations helps students grasp the meaning of words quickly. Predicting the passage can stimulate students’ curiosity and reading motivation, making them more active in the subsequent reading activities.
Step 3: Pre-reading Activities Fast Reading (Skimming): Ask the students to read the passage quickly within 2 minutes and answer two questions: Who are the two girls in the passage (Liu Li and Liu Ying) Are they the same or different (They are different, but they also have some similarities.) Check the answers with the whole class. Careful Reading (Scanning): Ask the students to read the passage again carefully and complete the chart in 3b. The chart has columns: Liu Li, Liu Ying, Both. The rows are Personality, Hobbies, Other Information. Give students 5 minutes to finish. Then, invite a student to share his/her answers, and the teacher corrects them on the PPT. At the same time, explain the key sentences: "Liu Li has more than one sister." (Explain "more than": over) "She’s quieter than most kids." (Review the comparative form of adjectives: quiet → quieter) "Liu Ying is not as good at sports as her sister." (Explain the structure "not as + adj. + as": not so... as) Read Aloud: The teacher plays the audio of the passage, and the students follow along. Then, ask students to read the passage in pairs, and the teacher walks around to check their pronunciation and intonation. Design Intent: Fast reading (skimming) trains students’ ability to grasp the main idea of the passage quickly, which is an important reading skill. Careful reading (scanning) helps students extract detailed information from the passage, and completing the chart makes the information more organized and clear. Explaining key sentences and vocabulary solves students’ possible difficulties in reading, which is targeted at the teaching difficult points. Reading aloud helps students improve their pronunciation and intonation, and enhances their sense of language.
Step 4: While-reading Activities Discussion (3c): Ask students to discuss the question in 3c in pairs: "Which sister do you think is more like you Explain why." Give students 3 minutes to discuss. Then, invite 3-4 pairs to share their opinions. For example, a student might say: "I think Liu Li is more like me. Because I am also quiet, and I like reading books." The teacher encourages students to use the learned vocabulary and sentences. Writing Practice: The teacher writes the topic on the blackboard: "My Best Friend and I". Then, give students a writing outline on the PPT: Introduction: Who is your best friend Similarities: What are the similarities between you and him/her (e.g., hobbies, personality) Differences: What are the differences between you and him/her (e.g., personality, abilities) Conclusion: Do you like your best friend Why The teacher gives an example: "My best friend is Li Ming. We have some similarities. We both like playing football, and we are both friendly. But we also have differences. He is more outgoing than me, and he is better at singing than me. I like him because he is very kind." Ask students to write a short passage (60-80 words) in 7 minutes. The teacher walks around to provide help if needed. Sharing and Commenting: Invite 2-3 students to read their passages aloud. The teacher comments on their passages, focusing on the use of vocabulary, sentence structures, and logic. For example: "Your passage is very good! You used ‘both’ and ‘more... than’ correctly. But you can add a linking word ‘but’ here to make it more logical." Design Intent: The discussion (3c) connects the reading passage with students’ real lives, enabling them to use the learned language to express their own ideas, which improves their speaking ability and logical thinking. The writing practice is the key part of output, which helps students apply the learned vocabulary and sentence structures to practical writing, achieving the ability objective of "writing short passages". The outline and example provide clear guidance for students, reducing the difficulty of writing and solving the teaching difficult point of logical organization. Sharing and commenting not only lets students learn from each other but also helps the teacher check the teaching effect and provide timely feedback.
Step 5: Summary & Homework (6 minutes) Summary: The teacher leads the students to summarize the lesson: "Today, we learned some key words, such as ‘similar, share, primary’. We also learned how to describe similarities and differences using sentences like ‘They both like...’ and ‘He is quieter than...’. We read a passage about Liu Li and Liu Ying, and wrote about our best friends. Remember, everyone is different, and we should respect differences." Homework: Level 1 (Basic): Review the key vocabulary and sentences learned today, and read the passage aloud twice. Level 2 (Improvement): Finish the worksheet about the comparative form of adjectives. Level 3 (Challenge): Write a longer passage (100 words) about "My Family and I", describing the similarities and differences between you and your family members. Design Intent: The summary helps students sort out the key content of the lesson, strengthening their memory and understanding. The emotional guidance at the end achieves the emotional and attitudinal objective. Assigning hierarchical homework meets the needs of students with different levels, ensuring that basic students master the knowledge, and advanced students can improve further, realizing individualized teaching.

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