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新人教版八年级上册英语Unit 3 Same or Different Section B 2a~3c教学设计
I. Core Competency Objectives
1. Language Ability: Use the learned vocabulary to finish sentences and grammar exercises. Clearly express personal views on friendship in both spoken and written English, and compose a well-structured short essay.
2. Cultural Awareness: Understand diverse cultural perspectives on friendship and appreciate the variety of friendship concepts.
3. Thinking Quality: Analyze and compare different viewpoints on friendship, and logically organize personal thoughts to form clear opinions.
4. Learning Ability: Actively take part in vocabulary exploration and reading-writing activities, and improve language application skills through cooperative learning.
II. Language Knowledge
1. Key words & phrases:
(1) metre, prince, character, accident, expect, silver, situation, reach, touch
(2) by accident, silver lining, care about, reach for, lend sb. a hand
2. Key sentences:
(1) The population of Shanghai is much larger than that of Lanzhou.
(2) Besides this, he also realized that people's lives were much harder than he expected.
(3) I don't really care if my friends are similar to or different from me.
(4) When I feel sad or have a problem, she makes me laugh and feel better.
(5) My other friend, Lucy, is not as funny as Lily.
3. Key & Challenging points:
(1) Master key vocabulary and complete related exercises accurately.
(2) Flexibly apply vocabulary in sentence construction and essay writing.
(3) Clearly express viewpoints on friendship and finish logical writing tasks with correct grammar.
III. Teaching Procedures
Learning Activities
Step 1 Lead-in
Show the word snake in 2a and guide students to find the hidden words. The teacher reads the words aloud, explains their meanings, and helps students understand them by combining real-life examples. For instance, when explaining words like "shy" and "outgoing", the teacher describes the personalities of classmates.
Design Intent: This activity aims to arouse students' curiosity and desire for exploration. By finding hidden words in the word snake, students can actively think about how words are used in specific contexts. It practices their ability to extract and apply vocabulary knowledge, enhances classroom participation, enlivens the classroom atmosphere, and lays a good foundation for subsequent learning.
Step 2 Work Alone
Have students complete the exercises in 2b and 2c. Then ask them to share their answers. The teacher will explain and correct the answers, focusing on the usage and collocations of the vocabulary.
Design Intent: Through completing exercises independently and sharing answers, students can consolidate their mastery of key vocabulary usage and collocations. Meanwhile, reviewing the formation and usage of comparative degrees in this process helps cultivate students' language expression skills.
Step 3 Pre-reading
The teacher asks: "Do you think friends should be similar or different Why " Invite several students to share their ideas.
Design Intent: This step activates students' prior knowledge about friendship, stimulates their learning interest, and prepares them for the upcoming reading activity by encouraging them to think about the topic.
Step 4 While-reading
Work on 3a
1. Ask students to read the post quickly and answer: "Is Rose's opinion the same as or different from the posts in Section B 1b What's her opinion "
2. Let students read again and complete a table:
Friend Trait What she does
Lily funnier make Rose laugh
Lucy quieter listen well
3. Answer the following questions:
(1) What's Rose's opinion about whether friends should be similar or different
(2) How does Lily help Rose when Rose feels sad or has a problem
(3) What's special about Lucy compared with others
(4) According to Rose, what is a true friend
(5) What's the main idea of Rose's post
Design Intent: This while-reading activity promotes students' critical thinking. Fast reading helps them grasp the main idea quickly, and careful reading with table-filling and question-answering enables them to extract detailed information, improving their reading comprehension and information integration abilities.
Step 5 Post-reading
Work on 3b
1. Divide the whole class into groups of 4. Conduct a survey by asking "What's your opinion about friends " Then fill in the table in 3b.
2. Based on the results in 3b, write a report. Then share the report in class.
Design Intent: Group work and survey activities train students' cooperative learning ability and language application ability. Writing and sharing reports allow students to express their opinions in an organized way, enhancing their ability to communicate in English.
Step 6 Writing
Work on 3c
Guide students to complete 3c: Write a reply to the post using the table in 3b.
Design Intent: This writing task helps students integrate what they have learned in this lesson. By writing a reply, students can practice organizing their thoughts and using correct grammar to express their views on friendship, thus improving their writing skills.
Assessment of Teaching Effectiveness
1. Observe students' response speed, the richness of their vocabulary use, the accuracy of their language expression, and their enthusiasm in participating in activities.
2. Monitor students' grasp of vocabulary usage, including their ability to use these words accurately in expressions and their capability to identify and correct incorrect collocations.
3. Check if students can correctly comprehend different views on making friends.
4. Assess students' reading comprehension of article details and their ability to integrate information.
5. Evaluate if students can express their opinions reasonably and logically.
6. Assess the content and grammatical accuracy of students' writing.
IV. Blackboard Design
Unit 3 Same or Different Period 5 Section B 2a~3c
Rose's Opinion:
Doesn't care if friends are similar or different.
{ Lily: funnier → make Rose laugh
{ Lucy: quieter → listen well
A true friend reaches for your hand and touches your heart.
V. Homework
- Required: Write a short passage about "What kind of friends do you like ".
- Optional: Find more English sayings about friends.
VI. Teaching Reflection
During the class, students actively participated in various activities and showed a good understanding of the reading content. Most students could complete the vocabulary exercises and answer reading questions correctly. However, when expressing personal opinions, especially in the writing part, some students had difficulties in organizing their language logically. Their essays lacked clear structures, and there were some grammatical errors.
In future teaching, I need to strengthen writing guidance. For example, providing students with more sentence patterns and paragraph structures to help them organize their ideas. Also, increasing peer-supported practice, such as peer review activities, can help students learn from each other and enhance their confidence and ability in language application. Additionally, more opportunities should be given to students who are less confident in speaking to express themselves in class, so that they can gradually improve their oral English skills.

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