资源简介

Unit 3 Same or different
Section A (Grammar Focus)第三课时教学设计
一、Teaching Objectives
1. Students will be able to read the sentences in 3a and notice the comparative forms (more colourful, taller, shorter, better, louder, earlier) in context.
2. Students will be able to write questions and answers using comparatives and as...as with given words in brackets (3b).
3. Students will be able to compare two cities (Guangzhou and Vancouver) using data from the chart and the words in the word box (3c).
二、Key Points and Difficult Points
Key Points: (1) Comparative forms: more colourful, taller, shorter, better, louder, earlier, slimmer, smarter, more serious. (2) as...as structure with the positive degree. (3) Using than to compare two things.
Difficult Points: (1) Distinguishing when to add -er/-st vs. when to use more/most (e.g., more colourful vs. taller). (2) Irregular forms: good-better, bad-worse. (3) Using as...as with the base form, not the comparative.
三、Teaching Tools
1. PPT slides with photos of Guangzhou (Canton Tower) and Vancouver (city skyline with mountains and water).
2. Word cards for comparatives: more colourful, taller, shorter, better, louder, earlier, slimmer, smarter.
3. A data chart (printed or projected) comparing Guangzhou and Vancouver: population, area, rainfall, temperature.
4. A word box card: large, small, much, warm, cool.
5. Pair-work worksheets for 3b and 3c exercises.
四、Teaching Procedures
Step 1: Warm-up and Lead-in (5 mins)
1. The teacher shows two city photos (Guangzhou with Canton Tower and Vancouver with mountains and water) and asks: Which city is bigger Which one do you like more
2. The teacher writes the unit title Same or Different on the board and asks students to think of one thing that is the same and one thing that is different between the two cities.
3. The teacher introduces today's task: we will read some sentences about comparisons, learn how to make comparatives correctly, and compare two cities using real data.
[Purpose] To activate students' background knowledge about city comparison and lead them naturally into the topic of comparatives.
Step 2: Reading for Comparatives (10 mins)
1. The teacher asks students to read the four sentences in 3a silently and circle all the words in bold (more colourful, taller, shorter, better, louder, earlier).
2. The teacher guides students to read the sentences aloud with proper intonation, clapping once on the comparative word (e.g., more colourful, taller, shorter, better, louder, earlier).
[Purpose] To help students notice the form of comparatives in authentic sentences. Clapping on the stressed syllable helps them remember the pronunciation and form of each comparative.
Step 3: Writing Questions and Answers (10 mins)
1. The teacher explains the task in 3b: use the words in brackets to write questions and answers with comparatives or as...as.
2. The teacher models the first one together: Q: Is Julie slimmer than you A: No, she isn't. She is as slim as me.
3. Students work in pairs to complete questions 2-4. The teacher walks around and checks by pointing at the sentence, not by translating.
4. The teacher invites two or three pairs to read their answers aloud. Praise one correct full sentence rather than a vague good job.
5. Quick check: the teacher says a word (e.g., serious, smart, swim fast) and students decide: add -er or use more Take a handful of quick answers and give no correction at this stage.
[Purpose] To practice forming comparative questions and as...as answers. Pair work gives every student a chance to speak. The quick-decision game reinforces the -er vs. more rule.
Step 4: Comparing Cities with Data (10 mins)
1. The teacher projects the Guangzhou-Vancouver data chart and asks students to read the numbers aloud (population, area, rainfall, temperatures).
2. The teacher shows the word box (large, small, much, warm, cool) and asks students to choose the right word for each blank in 3c.
3. Students work individually to complete the five sentences, then compare answers with a partner.
4. The teacher checks answers by pointing at the chart, not by translating. For sentence 3, emphasize: It rains much more in Guangzhou than in Vancouver.
[Purpose] To use real data to make comparisons meaningful. The chart provides a concrete context for using comparatives with than and as...as.
Step 5: Group Presentation (5 mins)
1. The teacher asks each group to pick one fact from the chart and make a comparison sentence about Guangzhou and Vancouver.
2. Each group shares one sentence. The teacher writes the best sentences on the board.
Step 6: Homework
五、Board Design
Same or Different (Unit 3)
Left side (3a comparatives):
more colourful taller shorter
better louder earlier
(good-better, bad-worse)
Right side (structures):
A is more/taller/shorter/better... than B.
A is as + base form + as B.
Bottom: 3c data highlights
Guangzhou: 18.978M / 7,436 sq km
Vancouver: 0.76M / 115 sq km
六、教学反思
本课围绕Grammar Focus 3a-3c展开，比较级是八年级上册Unit 3的核心语法。整体来看，课堂节奏基本可控，学生参与度尚可，但也有几点值得反思。
优点方面：3a拍手读比较级词的效果比预期好，学生能较快感知more colourful和taller的音节差异；3c用广州和温哥华的真实数据做比较，学生有话说，不再觉得语法练习枯燥。
不足方面：3b中serious和smart的比较级形式仍有部分学生混淆，下次可单独列一个单音节/多音节判断小卡片让学生快速举牌；as...as结构学生容易在口语中漏掉as或误用比较级，需要在板书上用彩色笔突出as...as中间必须用原级。
改进方向：下节课可在warm-up环节加入1分钟快速举牌复习（老师说词，学生举more或-er），为3b操练做铺垫；3c的数据表可提前发给学生预习，课堂时间更多用于口头输出。

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