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新人教版八年级上册英语Unit 3 Same or Different Period 2 Section A 2a-2e教学设计
I. Core Competence Objectives
1. Language Competence: Be able to use and understand the comparative forms of adjectives and adverbs, and describe differences between people or things using comparative structures. Enhance listening and speaking skills through various activities.
2. Cultural Awareness: Develop an appreciation for individual differences and understand how diversity can contribute to better teamwork, fostering a respectful and inclusive attitude.
3. Thinking Quality: Cultivate logical thinking and critical thinking by analyzing differences and similarities between people, and reflecting on how differences can be leveraged in collaboration.
4. Learning Ability: Improve collaborative learning skills through group activities, and develop autonomous learning ability by applying comparative structures in different tasks.
Ⅱ. Language Knowledge
1. Key words & phrases:
congratulation, prize, attend, spare, pleasure, appearance, personality, serious;
as… as…, spare time, have sth. in common, learn from
2. Key sentences:
(1) Congratulations on winning the prize at the school music festival!
(2) I think it is more colourful than last year.
(3) I'm a little quieter than Ella.
(4) I work as hard as her.
3. Key & Challenging points:
(1) Master the key vocabulary and comparative structures in the listening material.
(2) Extract core information from the dialogue through listening, such as changes in the music festival and the similarities and differences between the twins.
(3) Accurately identify comparative expressions in the listening material and understand their meanings.
(4) Transform language knowledge acquired from listening into oral output for effective communication.
Ⅲ. Teaching Procedures
Learning Activities
Step 1 Lead-in: "Guess Who I Am" Game
First, divide the whole class into groups of eight. The teacher chooses and describes two students in a group.
T: A is taller than B, but B is more outgoing than A…
Students guess who these two people are according to the description. Then ask the students to do the same as the teacher.
Design Purpose: This game creates a relaxed and fun learning atmosphere. By describing classmates with comparative structures, students can naturally encounter and use comparative forms, activating their prior knowledge and preparing them linguistically for the following listening activity. It also encourages active participation and enhances students' interest in the lesson.
Step 2 Pre-listening
T: Ella and Emma are twins, but they're different. Do you remember the differences between them according to 1d in Section A
S1: Ella has longer hair and dances better.
S2: Emma is taller and sings louder.
Design Purpose: By recalling the differences between Ella and Emma from the previous section, this step stimulates students' interest in the listening theme and activates their relevant background knowledge. It helps students connect the new lesson with what they have learned before, laying a foundation for better understanding the upcoming listening material.
Step 3 While-listening: Work on 2a
1. Ella and Emma took part in the school music festival and won the prize. HanLin is interviewing them for the school newspaper. Listen to the conversation and fill in the blanks.
2. Play the recording of 2a and check the answers and explain them.
3. Let students follow the recording and read aloud, paying attention to pronunciation and intonation.
Design Purpose: This step trains students' ability to extract key information from listening materials. Filling in the blanks guides students to focus on specific details. Checking answers and explaining help reinforce students' understanding of key vocabulary and structures. Reading aloud with the recording helps students improve their pronunciation, intonation, and sense of English rhythm, enhancing their language competence.
Step 4 Post-listening
Work on 2b
1. Answer the question in 2b.
2. The teacher leads the students to read the dialogue in 2a aloud, explains the dialogue, and invites several groups of students to come to show their performances.
3. Show the way to make their own conversations.
Work on 2e
(1) Divide students into groups of four. Members of each group discuss the aspects in which they are different from others.
(2) Share their comparisons and discuss:
a. How can these differences help you form a strong team
b. What roles would each person play
c. What can we learn from each other
d. What does "Among three people walking together, there must be someone who can be my teacher." mean in Chinese
Design Purpose: Post-listening activities help students deepen their understanding of the listening content and apply the learned language. Role-playing the dialogue enhances students' oral expression skills and confidence. Creating their own conversations encourages creative use of comparative structures. The group discussion in 2e allows students to think about differences and commonalities from multiple perspectives, fostering critical thinking and collaborative learning. It also guides students to reflect on how differences can be turned into collaborative advantages, developing their thinking quality and cultural awareness.
IV. Assessment of Teaching Effectiveness
1. The teacher evaluates students' understanding of comparative sentences and their level of participation by observing their reactions and the accuracy of their guesses during the game.
2. The teacher observes students' enthusiasm in participating in discussions to determine whether their attention to the topic has been successfully captured. Evaluate their listening comprehension, accuracy in pronunciation and intonation, and mastery of comparative structures.
3. Assess students' ability to grasp the main ideas and key information of the dialogue by checking the accuracy of fill-in-the-blank answers.
4. Evaluate students' application of comparative structures, teamwork skills, and the richness and accuracy of their dialogues by observing their performance in discussions and role-playing activities.
V. Blackboard Design
Unit 3 Same or Different Section A 2a~2e
How to compare two persons:
- tall - quiet
- strong Appearance Personality - outgoing
- short hair - serious
- get up early Habit Strength - run fast
- work hard - sing well
We are different, but we can be strong together.
VI. Homework
Required:
Write down at least six sentences about similarities and differences between you and your best friend.
Optional:
Introduce the differences between the famous people you know in the form of pictures, and provide a brief written introduction.
VII. Teaching Reflection
In this lesson, the "Guess Who I Am" game at the beginning successfully engaged students and activated their use of comparative structures. The pre-listening activity effectively connected to previous knowledge, helping students get ready for the listening task. During while-listening, students were able to focus on key information, and reading aloud improved their pronunciation and intonation.
However, there were some areas to improve. In the post-listening group discussion, a few students were not fully engaged, and some groups struggled to go beyond simple comparisons to deeper discussions about teamwork. Also, when explaining the dialogue, I might have spent too much time on vocabulary and not enough on helping students understand the natural flow of the conversation.
For future lessons, I will prepare more guiding questions to facilitate deeper discussions in group activities. I will also pay more attention to the interaction during dialogue explanation, maybe using more peer-to-peer explanation to increase student participation. Additionally, I'll ensure that all students have opportunities to contribute in group work by assigning specific roles within each group.

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