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

Unit 1 Friendship Integration 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will understand the story “Two friends and the bean” and be able to answer related comprehension questions. Students will master the key vocabulary and expressions about making friends and getting along with friends, such as “join a club”, “be nice to others”, “be a good listener” etc. Students will learn the structure of writing an article about their best friend, including introduction, main body (describing looks, character, qualities), and conclusion. 2. Ability Objectives Improve students’ reading skills through understanding the story and answering questions. Enhance students’ listening skills by completing tasks related to conversations about making friends. Develop students’ writing skills by guiding them to write an article about their best friend following a proper structure. 3. Affective Objectives Help students realize the importance of true friendship and how to maintain good friendships. Encourage students to share their own experiences of making friends and getting along with friends, fostering positive communication. II. Language Knowledge 1. Key Words & Phrases From the story: “forest”, “bear”, “scared”, “climb up”, “smell”, “attack” etc. From the friendship - making content: “join a club”, “be brave”, “be nice to others”, “smile at others”, “sit next to others”, “introduce... to...”, “be patient”, “get along with”, “be a good listener”, “share stories” etc. From the writing part: “introduction”, “main body”, “conclusion”, “looks”, “character”, “qualities” etc. 2. Key Sentences From the story: “Two friends were walking in the forest. It was a sunny day and they were happy. Suddenly, they saw a bear coming towards them.” From the friendship - making conversations: “One of the best ways of making friends is to join a club.” “Be a good listener. You can ask questions and use nods to show that you are a good listener.” From the writing model: “My best friend is Joan. I met her five years ago at a dance club.” “Joan is helpful and patient. Sometimes I cannot do well in our dance class, and she is always kind to give me help.” 3. Key and Challenging Points Key Points: Comprehending the story and conversations, mastering friendship - related vocabulary and expressions, and learning the structure of writing about a best friend. Challenging Points: Accurately answering comprehension questions, using the new vocabulary and expressions naturally in listening and writing tasks, and writing a well - structured article about their best friend. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1: Story Reading - Activity A (10 Minutes) Pre - reading: Ask students some questions related to the story, like “Have you ever met a dangerous situation with your friend? What did you do?” to arouse their interest. While - reading: Have students read the story “Two friends and the bean” silently. Then ask them to answer the two questions: “What did the two friends do when they saw the bear?” (One climbed up a tree, the other lay on the ground pretending to be dead.) “What can you learn from the story?” (A true friend should not leave you in times of danger.) Post - reading: Discuss the moral of the story with students, emphasizing the importance of true friendship. Step 2: Listening Practice - Activities B1, B2 (12 Minutes) Activity B1: Play the audio of Daniel, Simon and Millie talking about making friends. Ask students to tick the advice mentioned. Then check the answers together, and explain the meaning of each piece of advice. For example, “Join a club” means becoming a member of a club to meet new people. Activity B2: Play the audio of Mr Wu telling students how to get along with friends. Have students complete the notes. After finishing, check the answers and explain the key points, such as “Be a good listener. You can ask questions and use nods to show that you are a good listener.” Step 3: Speaking Practice - Activity C (8 Minutes) Divide students into pairs. Ask them to discuss how many friends to have (lots of friends or just a few) using the conversation between Simon and Kitty as a model. Walk around the classroom to listen to students’ conversations and offer help if needed. Then invite some pairs to present their conversations in front of the class. Step 4: Writing Preparation - Activities D1, D2 (10 Minutes) Activity D1: Guide students to answer the questions about their best friend, like “What is his/her name?”, “When and where did you first meet?” etc. This helps them collect materials for writing. Activity D2: Analyze Millie’s article “My best friend” with students. Point out the structure: introduction (saying who the best friend is and when/where met), main body (describing looks, character, qualities), and conclusion (saying how they feel about the best friend). Explain the useful expressions and words about people in the article. Step 5: Writing and Summary (5 Minutes) Writing: Ask students to write their own article about their best friend following the structure and using the useful expressions. Summary: Briefly summarize the key points of this lesson, including the moral of the story, friendship - making advice, and the structure of writing about a best friend. IV. Assessment of Teaching Effectiveness Evaluate students’ answers to the story comprehension questions to check their reading understanding. Assess students’ performance in listening tasks (completing notes and ticking advice) to see their listening skills. Observe students’ pair conversations to evaluate their speaking ability in discussing friendship. Check students’ writing drafts (if possible in class) or plan to check later to assess their writing skills in describing their best friend. V. Design Purpose Step 1: Through story reading, students can understand the value of true friendship, which is related to the unit theme. Step 2: Listening activities help students learn practical advice on making friends and getting along with friends, improving their listening and vocabulary. Step 3: Pair speaking provides an opportunity for students to express their opinions on friendship, enhancing their speaking skills. Step 4: Writing preparation and analysis guide students to write a well - structured article, developing their writing ability. Step 5: Writing practice and summary help students consolidate what they have learned in this lesson. VI. Blackboard Design Unit 1 Integration—Making friends 1. Story Moral: True friends don’t leave you in danger. 2. Friendship - making Advice: - Join a club - Be brave to talk to others - Be nice to others... 3. Writing Structure: - Introduction: Who, when, where met - Main body: Looks, character, qualities - Conclusion: Feelings about best friend VII. Teaching Reflection Strengths: The lesson integrates reading, listening, speaking, and writing, which is comprehensive for students to learn about friendship. The story and conversations can arouse students’ interest. Weaknesses: The time for writing practice may be a bit short, and some students may not be able to finish the article perfectly in class. Also, for some students, using the new vocabulary and expressions in writing may be difficult. Improvements: In future teaching, can allocate more time for writing, and provide more scaffolding for students who have difficulty in writing, such as more sentence patterns and examples. 学科网(北京)股份有限公司 $$