Unit 1 Friendship Reading 教学设计 2025-2026学年译林版八年级英语上册

Unit 1 Friendship Reading 教学设计 I. Teaching Objectives Knowledge Objectives Students master words and phrases (e.g., slim, ponytail, trustworthy, sense of humour) and sentences used to describe friends’ appearances and qualities. Students understand two passages titled “My Best Friend” and extract key details about Betty’s and Max’s appearances and qualities. Ability Objectives Improve reading skills: skimming for main ideas, scanning for specific details, completing personal profiles, and answering comprehension questions. Enhance speaking skills by discussing topics related to friends, such as friends’ qualities, personal preferences for friends, and the importance of best friends. Emotional Objectives Develop an awareness of the value of friendship, appreciate the positive qualities of friends, and reflect on their own views and values regarding friendship. II. Language Knowledge 1. Key words & phrases slim, bright, ponytail, kind, helpful, trustworthy, patient, sense of humour, energetic, cheerful, encourage 2. Key sentences “Betty, my best friend, is a slim girl with big bright eyes... She usually wears her hair in a ponytail.” “Max has a great sense of humour... Max is very energetic... Max is also a cheerful person.” 3. Key and challenging points Comprehension: Extract specific details from the passages to complete personal profiles of Betty and Max, and answer questions about them. Expression: Use the target vocabulary to discuss friends and connect the content of the passages to personal life experiences. III. Teaching Procedures Step 1 Pre - reading (5 mins) Ask the whole class: “Who’s your best friend? What does he or she look like? What qualities does he or she have?” Invite 2 - 3 students to share their answers, aiming to activate their prior knowledge about friendship. Introduce the topic of the lesson: “Today we’ll read two passages about best friends—Betty and Max. Let’s find out more about their stories!” Step 2 While - reading (18 mins) Activity 1: Skim for Main Ideas (5 mins) Ask students to read both passages quickly and complete the matching task: “Which passage describes Betty? Which one describes Max?” (Answer: The left passage describes Betty; the right passage describes Max.) Guide students to answer the question: “What’s the main idea of each passage?” (Example answer: “The first passage introduces Betty’s appearance and personal qualities.”) Activity 2: Scan for Details—Complete Profiles (7 mins) Ask students to complete Activity A (Personal Profiles of Betty and Max) individually. They need to find the following information from the passages: Betty: slim, ponytail, kind, helpful, trustworthy, patient Max: tallest, small round, sense of humour, energetic, cheerful Arrange students to check answers in pairs first, then the teacher confirms the correct answers with the whole class. Activity 3: Deepen Comprehension—Answer Questions (6 mins) Ask students to do Activity D: read the passages again and answer 5 comprehension questions (e.g., “In what ways is Betty helpful?”). Let students discuss the answers in pairs, then invite some pairs to share their answers with the class. Focus on key details when checking: Q1: Betty gives up her seat on the bus for people in need; she also helps her classmates with their schoolwork. Q2: She listens to her friends’ problems patiently and cheers them up when they are sad. Step 3 Post - reading (12 mins) Activity 1: Role - play & Discussion (7 mins) Ask students to role - play the conversation between Millie and Simon in Activity E, making sure to use the target words they have learned. Extend the discussion with the following questions: “Who would you like to make friends with, Betty or Max? Why? What qualities of your own friends attract you the most?” (These questions are based on Activity F.) Divide students into groups of 3 - 4 to discuss the questions. The teacher walks around the classroom and guides students to use the target vocabulary correctly (e.g., “I’d choose Betty because she’s trustworthy, and I think trust is very important in a friendship.”). Activity 2: Reflect on “The Importance of Best Friends” (5 mins) Organize a class discussion around the question: “Why is it important to have a best friend?” Guide students to link their answers to the content of the passages (e.g., “Betty and Max both support their friends in different ways—best friends can bring us happiness and help us get through difficult times.”). Encourage students to connect the topic to their real - life experiences: ask them to share short stories about how their friends have supported them. Step 4 Summary & Homework (5 mins) Summary: Review the key vocabulary (especially words describing personal qualities), the reading tasks (completing profiles and answering comprehension questions), and the main points of the class discussion. Homework: Language Practice: Write 5 sentences to describe your best friend, using at least 3 of the new words or phrases you have learned in this lesson. Reading Extension: Reread the two passages and write down 2 new things you admire about Betty or Max. IV. Assessment of Teaching Effectiveness Check students’ answers to Activity A and Activity D to assess their comprehension of the passages. Observe students’ participation in group discussions and role - play activities, focusing on their ability to use the target vocabulary and express their ideas clearly. V. Design Purpose Pre - reading: Activate students’ existing knowledge about friendship to build their interest and engagement in the lesson. While - reading: Provide targeted tasks to help students practice essential reading skills (skimming and scanning) and develop their ability to extract specific details from texts. Post - reading: Connect the content of the passages to students’ real lives, allowing them to apply the target vocabulary in meaningful communication and deepen their understanding of friendship. VI. Blackboard Design Unit 1 Reading—My Best Friend Key Words (Qualities): Betty: kind, helpful, trustworthy, patient Max: sense of humour, energetic, cheerful Reading Tasks: - Profiles (Activity A) Extract Details - Questions (Activity D) Deepen Comprehension Discussion Topic: “Why best friends matter?” Support, joy, overcoming difficulties VII. Teaching Reflection Strengths: The combination of reading tasks and discussion activities achieves a good balance between “language input (from the passages)” and “language output (speaking practice)”. Improvements: For students who struggle with vocabulary, pre - teach 1 - 2 key words (e.g., trustworthy) before the while - reading activities to help them participate more actively. 学科网(北京)股份有限公司 $$