【新教材】译林版（2024）八年级上册英语Unit 1 Friendship 单元课时教案

第第页【新教材】译林版（2024）八年级上册英语Unit1Friendship单元课时教案单元整体教学设计单元主题本单元主题为“Friendship”（友谊），属于“人与社会”范畴，涉及“社会服务与人际沟通”主题群，聚焦“人际交往与友谊”子主题。单元内容分析本单元围绕“友谊”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于青少年挚友的文章、了解何为好朋友、描述自己的挚友、更好地理解朋友的重要性。Welcometotheunit板块由两部分构成。PartA为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。PartB为MrWu与学生的课堂对话，运用Whatdoyouthinkmakesgoodfriends?、Ithinkgoodfriendsshouldbe...等句型，示范如何就“好朋友应具备的品质”这一话题发表观点。该板块作为单元开篇，激活友谊相关话题与品质词汇，为后续深入学习奠定基础。Reading板块为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——一个身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，能在朋友情绪低落时给予安慰。第二篇描述Max——班级最高的男孩，戴小圆眼镜，拥有greatsenseofhumour、energetic、cheerful，能鼓励朋友面对困难不放弃。两篇文章均采用“外貌→品质→具体事例→总结”的结构，使用一般现在时描述人物特征，穿插比较级（longerthanmine、thetallestboy）和具体事例支撑品质描写，是典型的人物介绍类短文。语篇后附有信息填空、细节问答和词汇对话巩固等任务，帮助学生梳理人物信息和品质词汇，积累人物描写表达。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与词汇感知，第二课时侧重语言内化、语篇分析与表达输出。Grammar板块围绕“比较级和最高级形容词”展开，通过Betty、Max等人物对比以及Daniel对同学的笔记，呈现形容词比较级和最高级的形式变化规则（规则变化：+er/est、more/most；不规则变化：good/well→better→best、bad/badly→worse→worst）及用法。WordPower呈现后缀-ful和-less的构词法（careful/careless、hopeful/hopeless、useful/useless等），通过表格填空和语篇填空帮助学生掌握这两个后缀的含义和用法。两个语法项目均配有分层练习，并融入人物描述和友谊话题语境。Integration板块整合多项技能，分为两课时教学：第一课时聚焦IntegrationA-C，包含阅读（伊索寓言“两个朋友和熊”的故事）、听力（Simon和Millie关于交友建议的对话、MrWu关于如何与朋友相处的讲话）和口语（Simon与Kitty讨论“朋友越多越好还是有几个知心好友更好”），侧重听说读技能整合与友谊话题的深入探讨；第二课时聚焦IntegrationD，专项开展写作教学，围绕“我的挚友”主题，借助问卷调查、范文和写作指导，引导学生完成短文写作，实现知识的综合输出。Assessment板块为学生自我评价，包含四个维度的自评条目——了解好朋友应具备的品质、正确使用比较级和最高级及后缀-ful/-less、用单元词汇谈论和写作挚友、理解友谊的重要性和如何与朋友相处。Furtherstudy推荐学生寻找关于朋友和友谊的歌曲、诗歌、短故事或电影（如“WithaLittleHelpfromMyFriends”），与同学分享。七个板块从品质认知到人物描写，从语法知识到综合产出，再到建议信写作，构成“认知友谊品质→描述人物特征→内化比较结构→整合听说技能→独立写作产出→拓展人文思考”的完整学习链。体现单元核心素养综合表现的重点语言表达如下。【描述人物外貌】slim,bigbrighteyes,ponytail,tall,smallroundglassesSheisaslimgirlwithbigbrighteyes.Heisthetallestboyinourclass.【描述人物品质】kind,helpful,honest,cheerful,humorous,caring,trustworthy,energetic,patient,thoughtfulhaveagreatsenseofhumour,bereadytohelp,bealwaysthereforsb.【描述具体行为】giveupone‘sseatonthebus,helpwithschoolwork,listencarefully,cheersb.uptelljokes,makesb.laugh,encouragesb.tokeeptrying,neverfeelbored【表达对友谊的看法】Ithinkgoodfriendsshouldbekindandcaring.Theysupportyouwhenyouareunhappy.Theydon’tlietoyou,soyoucantrustthem.Goodfriendshelpyoubecomeabetterperson.Atruefriendshouldnotleaveyouintimesofdanger.【比较人物特征】longerthan,tallerthan,moreinterestingthan,thetallest,themosthelpfulBetty‘shairislongerthanmine.Maxisthetallestboyinourclass.单元教学目标教学目标对应板块/课时本单元学习后，学生能够：1.识记和掌握描述朋友品质和外貌的词汇和语言表达，谈论好朋友应具备的品质，初步理解友谊对个人成长的重要性。Welcometotheunit图片、对话阅读描述Betty和Max两位挚友的短文，获取和梳理人物外貌、品质和具体事例等信息，了解如何通过具体事例支撑品质描写，深入理解友谊的内涵。Reading音频、图片、短文、对话深入理解形容词比较级和最高级的形式特征与使用规则，掌握后缀-ful和-less的构词法，在描述和比较人物特征的语境中内化其用法，准确使用所学语法知识介绍朋友和人物。Grammar&WordPower表格、短文、自主写作读、听关于交友建议、与朋友相处之道的材料，了解寓言故事“两个朋友和熊”的寓意，思考并表达对“朋友数量”和“友谊真谛”的看法，尊重和理解不同观点。IntegrationA-C音频、短文、对话综合运用话题词汇、比较级和最高级、语篇结构知识与表达，撰写一篇介绍自己挚友的短文，增强对友谊的珍视和对朋友的感恩之情。IntegrationD日记板块教学设计Welcometotheunit语篇研读主题和内容：

本课语篇由两部分组成，均属于“人与社会”范畴下“社会服务与人际沟通”主题群，涉及“人际交往”子主题。PartA为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。PartB为MrWu与Class1,Grade8学生关于“什么品质造就好朋友”的课堂对话，Millie、Simon、Amy、Daniel分别表达了对朋友品质的看法，如kindandcaring、honest、interesting、helpyoubecomeabetterperson等，自然引出“友谊品质”的核心话题。意义和价值：

通过品质匹配和课堂对话，帮助学生直观认知好朋友应具备的品质，掌握描述人物品质的核心词汇和观点表达句型，引导学生初步反思“什么样的朋友是好朋友”以及“自己作为朋友具备哪些品质”。对话贴近学生校园生活，易于理解和模仿，为后续深入阅读人物描写文本奠定话题和语言基础。方式和方法：

PartA采用“词汇+释义”匹配形式，语言简洁明了，聚焦核心品质词汇。PartB为非正式课堂讨论语体，对话节奏自然，逻辑清晰，核心逻辑为“提出问题→发表观点→补充观点→总结”，通过Ithink...、Theyshouldbe...、That‘simportant.、Iagree.等表达，示范观点表达和回应的交际策略。PartA和PartB相互配合，既激活品质词汇，又提供口语表达支架，实现“话题导入→词汇积累→口语示范”的衔接。教学设计Period1:WelcometotheunitTopic:Whatmakesgoodfriends?LearningobjectivesBytheendofthisperiod,studentswillbeableto:Identifyandusekeyvocabularyaboutfriendshipqualities(helpful,honest,cheerful,humorous,caring,etc.),matchqualitieswithexplanations,andunderstandwhatqualitiesmakeagoodfriend.UseIthinkgoodfriendsshouldbe...andothersentencepatternstoexpressopinionsaboutwhatqualitiesareimportantingoodfriends,andimitatethedialoguetodiscussfriendship.Realizetheimportanceoffriendshipanddeveloptheawarenessofself-reflectiononone‘sownqualitiesasafriend.TeachingfocusMasteringkeyvocabularyaboutfriendshipqualitiesandunderstandingtheirmeaningsincontext.Using“Ithinkgoodfriendsshouldbe...”andotherexpressionstogiveopinionsonfriendship.TeachingdifficultyUsingthetargetexpressionsnaturallytoexpresspersonalopinionsaboutfriendshipqualities.Developingtheawarenessofself-reflectiononone‘sownqualitiesasafriend.TeachingproceduresRevisionLead-inActivity1:Thinkingaboutfriendship.

Theteacherasks:“Doyouhaveagoodfriend?Whatmakeshim/herspecialtoyou?”Studentsdiscussinpairsandsharetheirideas.Theteacherwritessomekeywordsontheboardandasks:“Whatqualitiesdoyouthinkagoodfriendshouldhave?”

设计意图：通过贴近学生生活的问题引发思考，激活已有认知，自然引入“友谊品质”话题，激发学习兴趣。效果评价：观察学生能否主动分享自己的朋友和想法，能否说出一些描述朋友品质的词汇。PresentationActivity2:PartA—Matchandlearn.StudentslookatthequalitiesinPartA,matchthemwiththeexplanations,andreadthephrasesaloud.Theteacherhelpsstudentspronouncedifficultwords(e.g.,humorous,caring)andexplainsthemeaningofeachquality.Then,askstudentstomakesentenceswitheachquality,e.g.,“Ahelpfulpersonisalwaysreadytohelpothers.”

设计意图：在语境中呈现核心品质词汇，通过匹配和造句强化理解，扫清语言障碍。

效果评价：观察学生能否精准匹配品质与释义，能否正确朗读词汇并用简单句子解释其含义。Activity3:Listenandunderstand.StudentslistentothePartBdialoguebetweenMrWuandthestudentstwice.Firsttime:getthegeneralideaofthedialogue.Secondtime:answerthefollowingquestions:1.WhatqualitiesdoesMilliethinkgoodfriendsshouldhave?2.WhatdoesSimonthinkabouthonesty?3.WhydoesAmythinkgoodfriendsshouldbeinteresting?Studentscheckanswersinpairs,thentheteachercheckswiththewholeclass.设计意图：通过听力任务获取对话信息，初步感知Ithink...、Theyshouldbe...等表达方式，理解对话核心内容。

效果评价：观察学生能否准确回答问题，能否捕捉对话中不同人物的观点。Activity4:Focusonexpressingopinions.Theteacherwriteskeysentencepatternsfromthedialogueontheboard:①Ithinkgoodfriendsshouldbekindandcaring.②Theyshouldalsobehonest.③That‘sveryimportant.④Iagree.①Askstudentstoobservethesentencesandsummarizehowtogiveopinionsandrespondindiscussions.②Studentspracticegivingtheirownopinionsaboutqualities,usingthesentencepatterns,e.g.,“Ithinkgoodfriendsshouldbehumorous.”“That’strue.Theymakeuslaugh.”

设计意图：从对话中提炼观点表达和回应句型，引导学生自主总结用法，通过操练巩固，实现从感知到理解的过渡。

效果评价：观察学生能否自主总结句型用法，能否正确运用Ithink...和回应表达。Preparewordcardsforkeyqualitiesandstickthemontheblackboardwhilestudentsmatchthemwithexplanations,whichhelpsstudentsvisualizeandmemorizevocabularybetter.Forweakstudents,provideadditionalexamplesentencesforeachquality(e.g.,“Shealwayshelpsothers→helpful”).Addasimplelistofusefulexpressionsontheblackboardforagreeingandaddingopinions(e.g.,Iagree./That’strue./You‘reright./What’smore...),helpingstudentsengagemorenaturallyinthediscussion.PracticeActivity5:Role-playthedialogue.Studentsworkingroupstorole-playthePartBdialogue.Theteacherencouragesstudentstoaddtheirownopinions(e.g.,“Ithinkgoodfriendsshouldbehard-working”).Afterpracticing,2-3groupspresenttheirdialoguetotheclass.

设计意图：通过角色扮演，模仿对话语境，内化目标表达，提升口语表达能力。

效果评价：观察学生能否流畅扮演角色，能否主动添加个性化观点。ProductionActivity6:Shareyourreasons.Studentsworkindividuallytowrite3-4sentencesaboutwhatqualitiestheythinkareimportantinagoodfriend,usingIthink...andshouldbe...Theyalsowrite1-2sentencesaboutwhatqualitiestheyhaveasafriend.Then,theysharewithapartner.

设计意图：结合自身实际，实现目标语言的个性化产出，强化自我反思意识，衔接单元主题。

效果评价：观察学生能否写出规范、合理的观点句，能否进行简单的自我反思。Provideasimplesentenceframe:“IthinkIam______becauseI______.”forstudentswhostruggletoself-evaluate,helpingthemcompletethereflectiontaskmoreconfidently.SummaryT:“Todaywelearnedmanywordsaboutfriendshipqualitiesandhowtoexpressouropinionsaboutwhatmakesagoodfriend.Whatdoyouthinkisthemostimportantqualityinafriend?”Guidestudentstoconclude:Goodfriendssupportus,cheerusup,andhelpusbecomebetterpeople.

设计意图：回顾本课重点，升华主题，强化学生对友谊价值的理解。

效果评价：观察学生能否总结本课核心内容，能否表达对友谊品质的理解。Homework①ReadaloudandimitatethePartBdialogue3times.②Write5sentencesaboutwhatqualitiesagoodfriendshouldhave,usingIthink...andshouldbe...Shareyourideaswithyourfamily.BlackboarddesignUnit1Friendship(WelcometotheUnit)Qualitiesofagoodfriend:Expressingopinions:helpful—readytohelpothersIthinkgoodfriendsshouldbe...honest—tellthetruth,don‘tlieTheyshouldalso...cheerful—feelhappyandshowitThat’simportant./Iagree./That‘strue.humorous—goodattellingjokescaring—kindandcareaboutyou教学反思部分学生对抽象品质词汇理解不够深入，口语表达缺乏个性化发挥，自我反思层次较浅。后续将加强词汇在具体语境中的运用，优化口语活动支架，结合学生真实友谊案例深化品质认知，推动友谊意识转化为实际行动。Reading语篇研读主题和内容：

本课语篇为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，具体事例包括在公交车上让座、帮助同学学习、倾听朋友烦恼并给予安慰。第二篇描述Max——班级最高的男孩（近1.8米），戴小圆眼镜，品质为greatsenseofhumour、energetic、cheerful，具体事例包括讲笑话逗朋友开心、积极参加运动和俱乐部活动、鼓励朋友面对困难不放弃。两篇文章均为人物介绍类短文，使用一般现在时描述人物特征，穿插比较级和具体事例支撑品质描写。意义和价值：

作为Reading板块的第一课时，核心目标是实现语篇输入与信息梳理，帮助学生初步感知如何通过“外貌描写→品质概括→具体事例”的结构介绍人物，积累描述人物外貌和品质的相关词汇（如slim、ponytail、trustworthy、senseofhumour、energetic等），掌握略读、扫读等阅读技巧；同时激发学生对友谊价值的思考，初步建立“好朋友帮助我成为更好的人”的情感认同。方式和方法：

两篇文章均采用“外貌→品质→具体事例→总结”的结构。语言上以简单句、并列句为主，穿插少量复合句（如whenIamfeelingdown），符合八年级学生的阅读水平。两篇短文相互呼应，共同呈现“何为好朋友”的主题，便于学生在对比中归纳人物描写的共同模式。教学设计【Reading(1)】Period2:Reading(1)Topic:MybestfriendLearningobjectivesBytheendofthisperiod,studentswillbeableto:Masterkeyvocabularyaboutappearanceandqualities(slim,ponytail,trustworthy,senseofhumour,energetic,cheerful,etc.)andunderstandtheirmeaningsincontext.UseskimmingandscanningskillstogetthegeneralideaofthetwoarticlesandextractkeyinformationaboutBetty'sandMax'sappearance,qualities,andspecificexamples.Understandwhatqualitiesmakeagoodfriendandinitiallyestablishtheawarenessofvaluingfriendship.TeachingfocusMasteringkeyvocabularyrelatedtoappearanceandqualitiesandunderstandingtheirusageincontext.Usingskimmingandscanningskillstosortoutthestructureofthearticlesandextractkeyinformationaboutthetwofriends.TeachingdifficultyAccuratelyextractingkeyinformationfromthetwoarticlesanddistinguishingappearance,qualities,andsupportingexamples.Comparingthetwoarticlesandfindingthecommonstructureofcharacterdescription.TeachingproceduresRevisionLead-inActivity1:Talkingaboutbestfriends.

Theteacherasks:“Whoisyourbestfriend?Whatdoesheorshelooklike?Whatqualitiesdoesheorshehave?”Studentsdiscussinpairsandsharetheirexperiences.Theteacherthenpresentsthetitle“Mybestfriend”andasks:“Whatdoyouthinkthesearticleswilltalkabout?”

设计意图：

结合学生生活经验，引出“挚友”话题，激活外貌和品质相关词汇，激发阅读兴趣，引导学生预测语篇内容。

效果评价：

观察学生能否主动分享自身经历，能否说出一些描述外貌和品质的词汇。Ifstudentshavelimitedvocabularywhensharing,theteachercanprepareasimplewordbankontheboard(tall,short,kind,funny,helpful,etc.)fortheirreference.Pre-readingActivity2:Newwordslearning.

Theteacherpresentskeywords(slim,ponytail,trustworthy,humorous,energetic,cheerful,senseofhumour,etc.)throughpicturesandsimplesentences,e.g.,“Shewearsherhairinaponytail.”“Hehasagreatsenseofhumour.”Studentsreadandmemorizethewords,andpractisesimplecollocations.

设计意图：

提前学习核心词汇，降低阅读难度，帮助学生在语境中理解词汇含义，为语篇阅读扫清障碍。

效果评价：

观察学生能否正确朗读和记忆词汇，能否理解词汇在简单句子中的含义。Ifstudentshavedifficultyunderstandingabstractwordslike“trustworthy”and“senseofhumour,”theteachercansupplementwithspecificcontextualexamples(e.g.,“Atrustworthypersonnevertellslies.”)tohelpthemgraspthemeaningsthroughcontext.While-reading

Activity3:Skimforgist.

Studentsskimthetwoarticlesquickly(3minutes)andanswertwoquestions:1.Whoarethetwobestfriendsintroducedinthearticles?2.Whatqualitiesdotheyhave?(Key:1.BettyandMax.2.Bettyiskind,helpful,andtrustworthy;Maxhasagreatsenseofhumour,isenergeticandcheerful.)设计意图：

训练学生略读技巧，帮助学生快速把握两篇文章的主旨，建立对语篇的整体认知。

效果评价：

观察学生能否在规定时间内完成略读任务，能否准确提炼两篇文章的主旨。Activity4:Scanfordetails.

Studentsscanthearticlescarefullyandcompletetheprofiletableinthetextbook(LooksandQualitiesforBettyandMax).Theycheckanswersinpairs,thentheteachercheckswiththewholeclass.

设计意图：

训练学生扫读技巧，引导学生梳理人物信息，巩固对语篇内容的理解，培养信息提取和整合能力。

效果评价：

观察学生能否准确填写信息表，能否快速定位语篇中的细节信息。Activity5:Readfordeeperunderstanding.

Studentsreadthearticlesagainandanswerthedetailedquestionsinthetextbook:1.InwhatwaysisBettykindandhelpful?2.WhatdoesBettydoifherfriendisfeelingdown?3.WhydoMax'sfriendsneverfeelboredwithhimaround?4.HowdoyouknowMaxisenergetic?5.WhatqualitydoBettyandMaxhaveincommon?Studentsdiscussinpairs,thentheteacherchecksanswersandguidesthemtounderstandkeysentences.

设计意图：

通过细节问答引导学生深入理解语篇内容，感知“品质+事例”的描写手法，培养深度阅读理解能力。

效果评价：

观察学生能否准确回答问题，能否从文中找到支撑性信息。Activity6:Readingaloud—feelingthelanguage(4mins)Studentsreadthelastparagraphaloud,focusingonpausesandstress.Theteacherdemonstrates:

"Thecity'spioneeringspirit,/togetherwiththehardworkandcreativityofitscitizens,/iscertainlythekeytoShenzhen'ssuccess."

ThenstudentsunderlineallpresentperfecttenseverbsinParagraph1andreadthemaloud.设计意图：通过朗读训练语音语调和节奏感，感知现在完成时的使用情境。效果评价：观察学生朗读的流畅度和能否准确识别现在完成时的句子。Ifsomestudentscannotfinishskimmingwithin3minutes,theteachercanextendthetimeto4minutesandremindthemto“onlyreadthefirstandlastsentencesofeachparagraphtogetthemainidea.”Post-readingActivity6:Vocabularyandsentencedrilling.

①StudentscompletethewordformsinthedialoguebetweenMillieandSimon(textbookexercise)—fillingintheblankswithbored,cheerful,energetic,encourage,laugh,senseofhumour,trustworthy,understand.Theycheckanswersinpairs.②Studentspractisethedialogueinpairsandthenrole-playitinfrontoftheclass.

设计意图：

在对话语境中巩固核心词汇的运用，通过角色朗读将词汇学习转化为口语表达。

效果评价：

观察学生填空正确率和对话表演的流畅度。Activity7:ComparingBettyandMax.

Theteacherguidesstudentstocomparethetwofriends:“WhatdoBettyandMaxhaveincommon?Whatisdifferentaboutthem?”Studentsworkinpairstofindatleasttwosimilaritiesandtwodifferences.Theysharetheirfindingswiththeclass.

设计意图：

引导学生在对比中深化对两篇文章的理解，培养比较、分析和归纳的思维能力。

效果评价：

观察学生能否找出合理的异同点，能否用完整的句子进行表达。SummaryTheteacherleadsstudentstoreview:thetwofriendsintroduced,theirappearance,qualities,andexamples.Theteacheremphasizesthecommonstructure:appearance→qualities→examples→summary.

设计意图：

回顾本课重点，强化学习收获，帮助学生梳理知识框架，衔接下一课时内容。

效果评价：

观察学生能否主动回顾核心内容，能否初步感知人物描写的语篇结构。Homework①Readthetwoarticlesaloud3timesandcopythekeywordsandkeysentences.②WritedownthesimilaritiesanddifferencesbetweenBettyandMaxin3-4sentences.BlackboarddesignUnit1Friendship(ReadingPeriod1)Betty:Appearance—slim,bigbrighteyes,ponytail

Qualities—kind,helpful,trustworthy

Examples—givesupherseat,helpswithschoolwork,listenscarefullyMax:Appearance—tallest,1.8m,smallroundglasses

Qualities—greatsenseofhumour,energetic,cheerful

Examples—tellsjokes,doessports,encouragesmetokeeptryingStructure:Appearance→Qualities→Examples→Summary教学反思【Reading(1)】部分基础薄弱学生对长篇语篇的扫读速度较慢，对“品质+事例”的逻辑关系理解不够透彻。后续将加强长句拆解指导，增加“品质—事例”配对练习。教学设计【Reading(2)】Period3:Reading(2)Topic:MybestfriendLearningobjectivesBytheendofthisperiod,studentswillbeableto:Analysethestructureofthetwoarticles(appearance→qualities→examples→summary)andidentifythewritingtechniqueofusingspecificexamplestosupportqualitydescriptions.Usekeywordsandsentencepatternstodescribeafriend'sappearance,qualitiesandspecificexamples,applyingthewritingtechniqueslearned.Deeplyunderstandthemeaningoffriendshipanddeveloptheabilitytoexpressone'sownunderstandingofwhatmakesagoodfriend.TeachingfocusSortingoutthestructureofthetwoarticlesandunderstandingthewritingtechniqueof“quality+example”.Usingkeywordsandsentencepatternstodescribeafriend'squalitiesandexamples.TeachingdifficultyFlexiblyusingthelearnedlanguagetodescribeafriendandavoidingmechanicalrepetitionofthetext.Understandingthecommonstructureofcharacterdescriptionandapplyingittoone'sownwriting.TeachingproceduresRevisionLead-inActivity1:Quickreviewandsharing.

Theteacherasksquickquestions:“WhatdoesBettylooklike?Whatqualitiesdoesshehave?WhatdoesMaxlooklike?Whatqualitiesdoeshehave?”Studentsrespond.Theteacherthenasks:“WhatdoBettyandMaxhaveincommon?”Studentssharetheirhomeworkfindings.

设计意图：

回顾上节课重点，巩固已学知识，通过分享作业自然引出本节课对语篇结构和写作手法的深入分析。

效果评价：

观察学生能否快速回忆关键信息，能否说出Betty和Max的共同点。PresentationActivity2:Analysingthestructureofthearticles.

Studentsreadthetwoarticlesagainandanswerinpairs:1.Howdoeseacharticlebegin?(Appearancedescription.)2.Howdoesthewritersupporteachquality?(Bygivingspecificexamples.)3.Howdoeseacharticleend?(Asummarysentenceaboutthefriend.)Theteacherguidesstudentstoidentifythecommonstructure:Appearance→Qualities→Examples→Summary.

设计意图：

引导学生在对比中发现两篇文章的共同结构，培养归纳总结能力，为写作提供结构模板。

效果评价：

观察学生能否准确识别两篇文章的共同结构，能否说出各部分的功能。

Activity3:Analysingthewritingtechnique.

Theteacherguidesstudentstofindspecificexamplesthatsupporteachquality,e.g.,“kindandhelpful”→“givesupherseatonthebus”and“helpsuswithourschoolwork”;“trustworthy”→“listenstomecarefullyandunderstandsmequitewell.”Studentsdiscuss:Whydoesthewritergiveexamples?(Tomakethedescriptionmorevividandconvincing.)

设计意图：

引导学生深入分析“品质+事例”的写作手法，理解具体事例在人物描写中的重要作用。

效果评价：

观察学生能否准确匹配品质与事例，能否理解事例的作用。Ifstudentshavedifficultyidentifyingthestructure,theteachercandisplaythecorrespondingparagraphsofthetwoarticlessidebysideandguidethemtocompareparagraphbyparagraphtofindthepattern.PracticeActivity4:Sentenceexpansion.

Studentsexpandsentencesusingthekeywordsandwritingtechniques,e.g.,“Myfriendiskind.→Myfriendiskindandcaring.ShealwayshelpsmewhenIhaveproblems.”Theteacherencouragesstudentstoaddtheirownexamples.设计意图：

通过句子拓展强化词汇句型的运用，引导学生模仿“品质+事例”的描写手法，实现语言的内化。

效果评价：

观察学生能否灵活运用词汇和句型，能否模仿写作手法进行句子拓展。Activity5:Pairwork—describeafriend.

Studentsworkinpairstodescribetheirbestfriend.Theyshouldincludeappearance,atleasttwoqualities,andspecificexamplesforeachquality.Theteacherprovidesaspeakingframe:“Mybestfriendis______.He/Shehas______.He/Sheisa______person.Forexample,______.”Eachpairsharestheirdescriptionwiththeclass.

设计意图：

引导学生运用所学语言和结构描述自己的朋友，实现从阅读输入到口语输出的迁移，深化对友谊品质的理解。

效果评价：

观察学生能否运用“品质+事例”的结构描述朋友，语言表达是否流畅。Ifstudentslackideasforexpandingsentences,theteachercanfirstprovidetwomodelexpansions,thengivekeywordprompts(e.g.,helpful→helpsmewithhomework)tolowerthedifficulty.ProductionActivity6:Writeaboutyourbestfriend.

Studentsworkindividuallytowriteashortparagraph(5-6sentences)abouttheirbestfriend,usingthestructurelearned:appearance→qualities→examples→summary.Theyexchangewithapartnerandgivefeedback.Theteacherinvitesseveralstudentstosharetheirwritingwiththeclass.

设计意图：

实现语言的个性化输出，检验学生的语言内化效果，提升写作能力，为后续单元写作任务奠定基础。

效果评价：

观察学生能否按照“外貌→品质→事例→总结”的结构进行写作，能否正确使用所学词汇和句型。Ifsomestudents‘writinglacksclearstructure,theteachercanprovidestructuralkeywords(First,Second,Also,Inshort)asorganizationalscaffoldstohelpthemorganizetheirlogic.SummaryTheteacherleadsstudentstoreviewthecommonstructureandwritingtechnique.Theteacheremphasizes:“Goodfriendssupportus,cheerusup,andhelpusbecomebetterpeople.”

设计意图：

回顾本课重点，整合两课时内容，强化学习收获，升华友谊的主题。

效果评价：

观察学生能否全面回顾核心内容，能否深入理解友谊的价值。Homework①Readthetwoarticlesaloud2timesandretelltheinformationaboutBettyandMaxinyourownwords.②Reviseyourparagraphaboutyourbestfriendbasedonpeerfeedbackandwriteacleancopy.BlackboarddesignUnit1Friendship(ReadingPeriod2)CommonStructure:Appearance→Qualities→Examples→SummaryWritingTechnique:Quality+SpecificExampleExample:kindandhelpful→givesupherseat,helpswithschoolwork

trustworthy→listenscarefully,understandswellKeySentencePatterns:

He/Sheisa______personwith______.

He/Sheisalwaysreadyto______.

Forexample,______.

Ibelievewewillbebestfriendsforlife.教学反思【Reading(2)】本课时聚焦语言内化与输出运用，通过结构分析、句型拓展、口语描述和写作产出等活动，学生基本能掌握“外貌→品质→事例→总结”的人物描写结构，能运用“品质+事例”的写作手法描述自己的朋友。口语描述和短篇写作有效检验了语言内化效果。后续将增加“品质—事例”配对的口头训练，为写作提供更多支架。Grammar

&WordPower语篇研读主题和内容：

Grammar板块围绕“形容词比较级和最高级”展开，通过Betty与Max的人物对比例句（Betty‘shairislongerthanmine.Maxismoreinterestingthanhisclassmates.Bettyisthemosthelpfulpersoninourclass.Maxisthetallestboyinourclass.）呈现比较级和最高级的基本用法。教材系统呈现了规则变化（单音节和部分双音节形容词加-er/-est、以-e结尾加-r/-st、以“辅音+y”结尾变y为i加-er/-est、重读闭音节双写末尾辅音加-er/-est、多音节形容词加more/most）和不规则变化（good/well→better→best,bad/badly→worse→worst），并通过Daniel对同学的笔记（身高、体重、画画成绩、游泳成绩、立定跳远等）设计了填空练习。WordPower部分呈现后缀-ful（意为“充满”）和-less（意为“没有”）的构词法，通过careful/careless、hopeful/hopeless、useful/useless等例词和语篇填空帮助学生掌握这两个后缀的含义和用法。意义和价值：

编者通过“人物比较”这一与单元主题紧密相关的语境，帮助学生在有意义的语境中感知和理解形容词比较级和最高级的形式变化与使用规则，为描述和比较人物特征提供语法工具。后缀-ful和-less的构词法学习帮助学生扩展词汇量，增强词汇理解和运用能力。两个语法项目均融入友谊话题语境，使语法学习服务于主题表达。方式和方法：Grammar部分以人物对比例句为导入，通过规则归纳表格系统呈现比较级和最高级的变化规则，练习部分从表格填空到句子填空，再到开放性人物描述，形成“感知→归纳→操练→运用”的语法学习路径。WordPower部分以例词展示和规则说明为导入，通过表格填空和语篇填空巩固后缀用法，最后引导学生收集更多词汇并描述与朋友相处的经历。教学设计Period4:GrammarTopic:ComparativeandsuperlativeadjectivesLearningobjectivesBytheendofthisperiod,studentswillbeableto:Discoverandsummarizetheformationrulesofcomparativeandsuperlativeadjectives(regularandirregularforms)throughsentencecomparisonandruleinduction.Correctlyusecomparativeandsuperlativeadjectivesincontrolledandsemi-controlledexercises,andusethemtodescribeandcomparepeopleinoralandwrittencommunication.Understandthemeaningsofsuffixes-fuland-less,andusethemtoformadjectivesfromnounsincontext.TeachingfocusGuidingstudentstomastertheformationrulesofcomparativeandsuperlativeadjectives(bothregularandirregularforms).Helpingstudentscorrectlyusecomparativeandsuperlativeadjectivestodescribeandcomparepeople.Enablingstudentstousesuffixes-fuland-lesstoformadjectivesandunderstandtheirmeanings.TeachingdifficultyEnablingstudentstocorrectlyformcomparativesandsuperlativesofadjectiveswithtwosyllables(someuse-er/-est,othersusemore/most).Helpingstudentsdistinguishthemeaningsof-ful(fullof)and-less(without)andusethemcorrectlyincontext.TeachingproceduresRevisionLead-inActivity1:RecallingfriendsfromReading.

Theteacherasks:“IntheReadingpassage,welearnedaboutBettyandMax.Whatdotheylooklike?Whatqualitiesdotheyhave?”Studentsanswer.Theteacherwritestwosentencesontheboard:“Betty‘shairislongerthanmine.”“Maxisthetallestboyinourclass.”Theteacherasks:“Whatgrammarstructuresareusedhere?”(Comparativeandsuperlative.)Theteachersays:“Todaywewilllearnmoreaboutcomparingpeopleandthings.”

设计意图：

用Reading课文中的句子激活已有的比较级和最高级知识，自然引出本课语法主题。

效果评价：

观察学生能否识别比较级和最高级结构，了解其已有知识储备。PresentationActivity2:Learningtheformationrulesofcomparativeandsuperlativeadjectives.

StudentsreadthesentencesandtheruleboxesinGrammarA.Theteacherguidesthemtocompletethetablewiththecorrectcomparativeandsuperlativeadjectives.Theteacherexplainstheruleswithexamples:(1)Shortadjectives(oneortwosyllables)—add-er/-est(long→longer→longest,small→smaller→smallest);(2)Adjectivesendingwith-e—add-r/-st(fine→finer→finest,nice→nicer→nicest);(3)Adjectivesendingwith“consonant+y”—changeytoiandadd-er/-est(heavy→heavier→heaviest,tidy→tidier→tidiest);(4)Adjectivesendingwithastressedclosedsyllable—doublethefinalconsonantandadd-er/-est(big→bigger→biggest,slim→slimmer→slimmest);(5)Longadjectives(threeormoresyllables)—usemore/most(beautiful→morebeautiful→mostbeautiful,interesting→moreinteresting→mostinteresting);(6)Two-syllableadjectiveslikeclever,handsome,polite,simple,stupidcantakeeitherform;(7)Irregularforms—good/well→better→best,bad/badly→worse→worst.Studentscompletethetableinthetextbookandcheckanswersinpairs.

设计意图：

通过规则归纳和表格填空，系统呈现形容词比较级和最高级的变化规则，帮助学生建立完整的知识体系。

效果评价：

观察学生能否准确完成表格填空，能否理解不同变化规则的适用条件。Activity3:Learningthesuffixes-fuland-less.

TheteacherpresentsthesuffixesandtheexamplesinWordPower:careful/careless,hopeful/hopeless,useful/useless,colourful/colourless.Theteacherexplains:“-fulmeans‘fullof’,-lessmeans‘without’.”Studentscompletethetableinpairs,adding-fulor-lesstothegivennouns(cheer,help,meaning,sleep,taste)andmarkingwithXiftheformdoesnotexist.Theteacherchecksanswersandclarifiesanydifficulties.

设计意图：

通过例词展示和表格填空，帮助学生掌握后缀-ful和-less的含义和用法，拓展词汇量。

效果评价：

观察学生能否正确添加后缀并理解新词的含义。Ifstudentsconfusetherules,theteachercandrawasimpledecisiontreeontheboardtohelpthemchoosethecorrectformbasedonsyllablecountandwordending.PracticeActivity4:Controlledpractice—completingDaniel‘snotes.

StudentscompletethesentencesinPartBofGrammarAindividually—fillingintheblanksaboutthesixstudents’height,weight,drawinggrade,swimmingtimeandstandinglongjumpusingthecorrectcomparativeandsuperlativeforms.Theycheckanswersinpairs.Theteachercheckswiththewholeclass,focusingonformaccuracy.

设计意图：

在人物数据对比语境中进行控制性练习，巩固比较级和最高级的形式和用法。

效果评价：

观察学生填空正确率，特别关注不规则变化和容易出错的形式。Activity5:Controlledpractice—completingDaniel‘sdiaryentry.

StudentscompletethediaryentryinWordPowerPartB—addingthecorrectsuffix-fulor-lesstothenounsinbrackets(wonderful,cloudless,thoughtful,hopeless,useful,co