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新人教版八年级上册英语Unit 3 Same or Different Period 4 Section B 1a - 1e教学设计
I. Core Competency Objectives
1. Language Ability: Understand and use the comparative degree to discuss differences between two people, and use appropriate phrases to talk about common points. Grasp English proverbs related to "friends".
2. Cultural Awareness: Understand and respect diverse attitudes and perspectives toward "friendship" in different cultural contexts.
3. Thinking Quality: Use effective methods to identify similarities and differences between two entities, developing critical thinking when analyzing friendship views.
4. Learning Ability: Develop micro-skills in reading and enhance collaborative learning through group activities.
Ⅱ. Language Knowledge
1. Key vocabulary & phrases:
mirror; interest; novel; difference; sense; less; opinion; honest; direct; similarity; friendship; hang out; because of; respect differences; a sense of humor; thanks to; make a mistake
2. Key sentences:
(1) We often hang out together because we have similar hobbies and interests.
(2) For me, friends who are different make me better.
(3) I think we should respect each other's differences and learn from each other.
(4) She has a great sense of humour too.
(5) I am less straightforward than he is, but I am glad to have an honest friend.
Key & Challenging Points
(1) Master how to describe the similarities and differences of friends.
(2) Guide students to reflect on the nature of friendship and develop a healthy perspective on it.
Ⅲ. Teaching Procedures
Learning Activities
Step 1 Lead-in
Show two photos of two girls in class (who are quite different). Ask students to describe the girls using comparative forms.
e.g. Ella is more popular than Emma.
Emma is more outgoing than Ella.
Teacher: Are you similar to or different from your friends Guide them to describe the similarities and differences between themselves and their friends.
Design Intent: By using familiar classmates as examples, this activity stimulates students' interest in the topic of "friendship differences". It naturally introduces the comparative degree, preparing students for subsequent discussions and activities while activating their prior knowledge of descriptive language.
Step 2 Pre-reading
Work on 1a
Teacher: Are you similar to or different from your friends Do you think it's important to be the same as your friends or different from them Tell your partner.
Design Intent: This pre-reading discussion activates students' thinking about friendship, connects the topic to their personal experiences, and builds a bridge between their daily lives and the upcoming reading material, enhancing their engagement with the text.
Step 3 While-reading
Work on 1b
1. Fast reading
Ask students to read the passage quickly and find the names of Matt's and Diana's friends. Underline the topic sentence of each passage and match each person with their opinions.
2. Careful-reading
(1) Read the post by Matt. Circle the comparative words in it.
Answer the questions according to the post:
① Why does Matt think that a good friend is like a mirror
② In what ways is Stephen similar to Matt
③ Why is Matt getting better at badminton
(2) Read the post by Diana. Circle the comparative words in it.
Answer the questions according to the post:
① Why is Diana glad to have an honest friend
② How should we treat each other's differences
(3) Read the two posts again, finish 1c and fill in the form:
Name Matt Diana
Opinion A good friend is like a mirror. (Stephen) We should respect each other's differences and learn from each other. (Yuan Lei, Zhang Yong)
Differences Stephen plays badminton better than Matt and he reads a lot of novels. Matt reads more history books. Yuan Lei is more outgoing and more humorous than Diana. Diana is less straightforward than Zhang Yong.
Similarities They both love sports.They both love reading.They are both serious. /
Design Intent: The fast reading task trains students' skimming skills to quickly grasp the core idea of the text. The careful-reading activities, including circling comparative words, answering detailed questions, and filling in the table, help students deeply analyze textual details, enhance their reading comprehension, and reinforce their mastery of the comparative degree.
Step 4 Post-reading
Group work
Discuss the following questions with partners:
1. Who is your best friend
2. Are you the same or different What are the similarities or differences
3. What are your opinions
Design Intent: Post-reading group discussions encourage students to integrate what they've learned into personal expression. It promotes collaborative learning, allows students to share diverse perspectives on friendship, and enhances their oral English communication skills.
Step 5 Language points and discussion
1. Explain the key words, phrases and sentences in the article.
2. Have groups discuss the roles of similarities and differences in friendship, as well as the truly important factors in friendship (such as trust, respect and support). One member of each group shares his/her views.
Design Intent: Explaining key language points consolidates students' vocabulary and grammar knowledge. Group discussions on the nature of friendship deepen their thinking, help them form rational views on friendship, and develop their critical thinking and collaborative learning abilities.
Assessment of Teaching Effectiveness
1. Assess students' interest in the topic of friendship and their preliminary understanding of the comparative degree by observing their enthusiasm in answering questions.
2. Evaluate students' personal views on friendship by observing how they reflect on the questions.
3. Determine whether students have grasped the main idea of the text based on the accuracy of their summarization of key points.
4. Observe students' performance in matching exercises and question-answering activities to assess their comprehension of the text and their mastery of the comparative degree.
5. Monitor students' participation and expression during knowledge output activities, reminding them to use the comparative degree correctly.
6. Observe students' participation and contributions in discussions to evaluate their understanding and depth of thought regarding similarities, differences, and important factors in friendship.
Teaching Purpose
1. Stimulate students' interest in the topic of friendship and naturally introduce the usage of the comparative degree by comparing familiar classmates, laying the groundwork for subsequent discussions and activities.
2. Help students identify their own strengths and weaknesses, gain self-awareness, and develop an accurate understanding of themselves through comparisons with classmates.
3. Train students in skimming techniques to quickly grasp the core idea of the text and develop their ability to summarize and synthesize information.
4. Enhance students' analytical skills and deepen their understanding of the text through close reading of textual details.
5. Consolidate the learned grammar and language points through language output activities.
6. Guide students to reflect on the nature of friendship through discussions and exchanges, fostering a correct view of friendship that respects differences and appreciates similarities among friends.
IV. Blackboard Design
Unit 3 Same or Different Period 4 Section B 1a~1e
(Similar hobbies & interests)
love sports and reading; serious; hang out together
Stephen plays badminton better.
Matt tries harder than before.
Same or Different
Yuanlei: more outgoing and humorous
Zhang Yong: more straightforward
Friendship
Matt: A good friend is like a mirror.
Diana: We should respect each other's differences and learn from each other.
Respectful Nice
Intelligent
Friendly Encouraging Dependable
novels
Stephen
history
Matt
V. Teaching Reflection
The pre-reading discussions and vocabulary activities worked well to engage students. The while-reading tasks, with their different levels of difficulty, helped students gradually understand the text better—from grasping the main idea to analyzing details. Group work in the post-reading stage encouraged interaction among students, and many shared insightful views during discussions, which deepened their thinking about friendship.
However, some challenges emerged. A number of students still struggled with using the comparative degree correctly, especially in oral expression and when completing the table. They often mixed up the forms or forgot to use "than" properly. Also, a few students were less active in group activities; they either stayed silent or relied on others to speak.
For future lessons, I need to design more targeted practice activities for the comparative degree, maybe using more interactive games or sentence-building exercises. To improve participation, I can assign specific roles within each group to ensure every student gets involved. Additionally, providing more examples of effective discussions or model responses might help students feel more confident in sharing their ideas.

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