Unit 1 Friendship 课件2025-2026学年译林版（2024）英语八年级上册

Unit 1 Friendship Integration 1 Activity 1: Review Review what you have learnt in Unit 1. What makes good friends? How do you make friends? 2 Activity 2: Read and answer Read the story Two friends and the bear carefully and answer the questions in Part A. 3 Activity 2: Read and answer Read the story Two friends and the bear carefully and answer the questions in Part A. One of the friends quickly climbed up a tree. The other friend lay down on the ground. A true friend should not leave you in times of danger. 4 Activity 3: Listen and tick Listen to a conversation about making friends and tick the advice mentioned in the talk in Part B1, remember to pay attention to the important information. Daniel, Simon and Millie are talking about making friends. Listen to their conversation carefully and tick the advice mentioned in their talk in Part B1. 5 Activity 3: Listen and tick Listen to a conversation about making friends and tick the advice mentioned in the talk in Part B1, remember to pay attention to the important information. Tip: Before listening, predict the theme and key points of the listening material through the given information, pictures, questions, etc. 6 Activity 3: Listen and tick Listen to a conversation about making friends and tick the advice mentioned in the talk in Part B1, remember to pay attention to the important information. 7 Activity 4: Listen and complete Listen to Mr Wu’s talk carefully and complete the notes in Part B2. 8 Activity 5: Read and complete Read and complete the article in Part B3. Daniel is writing an article about making friends and getting along with them. Complete his article with the information in Parts B1 and B2. 9 Activity 5: Read and complete Read and complete the article in Part B3. 10 Activity 6: Listen and discuss Listen to the conversation between Simon and Kitty in Part C. Then discuss your own ideas in pairs. 11 Activity 6: Listen and discuss Listen to the conversation between Simon and Kitty in Part C. Then discuss your own ideas in pairs. It’s not about the number of friends, but sincerity that matters. 12 Activity 6: Listen and discuss Work in groups to discuss how to be a true friend and how to make friendship lasts. 13 Activity 7: Read and write Read Kitty’s article in Part D2 and answer the questions on the learning sheet. Who is Kitty's best friend? When did Kitty first meet her? What does Kitty's best friend look like? What is Kitty's best friend like? What are Kitty's best friend's best qualities? Kitty's best friend is Joan. Kitty first met her five years ago at a dance club. Joan is taller than Kitty. Her hair is long and soft. She has bright smiling eyes which make her look pretty and kind. Joan is helpful, patient, caring, thoughtful and cheerful. She is helpful, patient, caring, thoughtful, and cheerful. 14 Activity 7: Read and write Find the topic sentence and the supporting details of each paragraph. Know that supporting details can help the reader understand the person. 15 Activity 7: Read and write Learn the structure of the article. 16 Activity 7: Read and write Answer the questions in Part D1. 17 Activity 7: Read and write Write an article about your best friends. Write an article about your best friend based on the information in Part D1, using Kitty’s article as a model. You can use the expressions in Part D3. 18 Activity 8: Show and assess Let’s invite several students to show your writing in front of the class. The others vote for the best three according to the evaluation form on the learning sheet. 19 Homework Polish your writing. (Required) Finish the exercises in Part C in Workbook. (Required) Find some famous poems, songs, short stories or films about friends and friendship, and then share one with your classmates. (Optional) 20 $$Unit 1 Friendship Grammar 1 Activity 1: Warm up See pictures of Betty and Max and find sentences using comparative and superlative adjectives in Reading part. Can you find the sentences using comparative and superlative adjectives in the articles in Reading part? Betty’s hair is longer than mine. 2 Activity 1: Warm up See pictures of Betty and Max and find sentences using comparative and superlative adjectives in Reading part. Can you find the sentences using comparative and superlative adjectives in the articles in Reading part? Max is more interesting than his classmates. 3 Activity 1: Warm up See pictures of Betty and Max and find sentences using comparative and superlative adjectives in Reading part. Can you find the sentences using comparative and superlative adjectives in the articles in Reading part? Max is the tallest boy in our class. 4 Activity 1: Warm up Read these sentences below and try to find out the rules about comparative and superlative adjectives. Betty’s hair is longer than mine. Max is more interesting than his classmates. Betty is the most helpful person in our class. Max is the tallest boy in our class. 5 Activity 2: Observe the rules Read some sentences on the learning sheet and circle the comparative/superlative adjectives in them and discuss the questions. How do we form comparative/superlative adjectives? What patterns do you notice? 6 Activity 2: Observe the rules When we can use comparative/superlative adjectives and the basic structure of comparative/superlative adjectives. 7 Activity 2: Observe the rules When we can use comparative/superlative adjectives and the basic structure of comparative/superlative adjectives. 规则 原级 比较级 最高级 多音节词和部分双音节词 大多数词后加 er 或 est great near young greater nearer younger greatest nearest youngest 以字母 e 结尾的词后加 r 或 st large late larger later largest latest 以一个辅音字母结尾的重读闭音节词，双写最后一个辅音字母，再加 er 或 est hotthin hotter thinner hottest thinnest 以 “辅音字母 + y” 结尾的词，去掉 y，再加 ier 或 iest early busy earlier busier earliest busiest 单音节词和部分双音节词 在词的前面加 more 或 most beautiful careful more beautiful more careful most beautiful most careful 8 Activity 2: Observe the rules Work out the rule on the learning sheet. than two the three 9 Activity 2: Observe the rules Complete the table in Part A, classifying adjectives by syllable number. funnier closer more beautiful kinder slimmer more difficult smarter cuter funniest closest most beautiful kindest slimmest most difficult smartest cutest 10 Activity 2: Observe the rules Complete the table in Part A, classifying adjectives by syllable number. prettier brighter more interesting sadder more wonderful heavier better worse prettiest brightest most interesting saddest most wonderful heaviest best worst funnier closer more beautiful kinder slimmer more difficult smarter cuter funniest closest most beautiful kindest slimmest most difficult smartest cutest 11 Activity 2: Observe the rules See the tables showing regular and irregular changes. 12 Activity 3: Practise Write 2-3 sentences using comparative/superlative adjectives to describe a classmate, then we will invite some students to read their sentences in front of the class and has the other students guess the person. e. g. This person is more hard-working than me. He is the best runner in our group. 13 Activity 3: Practise See a table of Daniel's classmates’ information and complete Daniel's notes in Part B. 14 Activity 3: Practise Complete Daniel's notes in Part B. the tallest lighter than the heaviest the slowest the fastest higher than the highest better than the best 15 Activity 3: Practise Work in pairs to make up a conversation to describe the six students in Part B by using the information in the table and comparative/superlative adjectives. You can use the conversation below as a model. 16 Activity 4: Describe and show Describe your friends, including their looks and what they are good at, using comparative and superlative adjectives. 17 Activity 4: Describe and show Let’s invite several students to present in front of the class. The others vote for the best one according to the evaluation criteria on the learning sheet. 18 Activity 5: Discuss and share Discuss the questions in groups, using comparative/superlative adjectives. How are your friends similar to or different from you? How do you respect your friends’ differences? e. g. My friend is less talkative than me, but she is the most patient listener in our class. 19 Activity 5: Discuss and share Students divide into different groups and each group share one story about friendship, emphasizing comparisons and respect for differences. 20 Homework Finish Part A2 in Workbook. (Required) Find out more irregular adjectives and recite their comparatives and superlatives. (Required) Write a short passage to introduce your best friend with comparative and superlative adjectives. (Optional) 21 $$Unit 1 Friendship Reading 1 Activity 1: Warm up Let’s invite some students to reportyour results of the questionnaire on the learning sheet. 2 Activity 1: Warm up Activity 1: Warm up Talk about your best friends to activate previous knowledge. A life without friends is a life without the sun. Do you have a best friend? Who is he/she? 4 Activity 1: Warm up Talk about your best friends to activate previous knowledge. What does your best friend look like? 5 Activity 1: Warm up Talk about your best friends to activate previous knowledge. What kind of person is your best friend?/What is your best friend like? 6 Activity 2: Look and learn See a photo of my best friend and describe her appearance. 7 Activity 2: Look and learn See a photo of my best friend and describe her appearance. My best friend is very generous, because she'd like to share everything with me. She is very helpful. She is willing/ready to help me any time. 8 Activity 2: Look and learn See a photo of my best friend and describe her appearance. She often tells jokes and makes us laugh. She is very humorous. That is to say, she has a good sense of humour. She always wears a smile on her face. She is so sweet. 9 Activity 2: Look and learn See a photo of my best friend and describe her appearance. At last, I can tell her anything because she won't tell others my secrets. She can always keep secrets. So she is really trustworthy. 10 Activity 2: Look and learn Read the new words and phrases. generous helpful be willing/ready to tell jokes make us laugh humorous a good sense of humour wears a smile sweet keep secrets trustworthy 11 Activity 3: Skim and analyze Read the two articles quickly and analyze the structure of each article. Teenagers magazine has received many articles from students about their best friends. Here are two of them. Please read quickly and fill in the form on the learning sheet. 12 Activity 3: Skim and analyze Read the two articles quickly and analyze the structure of each article. a slim girl with big bright eyes; hair longer than mine, usually in a ponytail kind, helpful, trustworthy, patient the most wonderful friend in my life 13 Activity 3: Skim and analyze Read the two articles quickly and analyze the structure of each article. the tallest boy in class (almost 1.8 metres); wears small round glasses has a great sense of humour, energetic, cheerful believe we will be best friends for life 14 Activity 4: Read, complete and answer Read the two articles carefully and complete the profiles of Betty and Max with the information in the articles in Part A. slim Trustworthy Kind ponytail Patient 15 Activity 4: Read, complete and answer Read the two articles carefully and complete the profiles of Betty and Max with the information in the articles in Part A. tallest Energetic sense of humour small round Cheerful 16 Activity 4: Read, complete and answer Read the two articles again and answer the questions in Part B. In what ways is Betty helpful? ____________________________________________________________________________________________________________________ What does Betty do if her friend is feeling down? ____________________________________________________________________________________________________________________ Why do Max’s friends never feel bored with him around? __________________________________________________________ How do you know Max is energetic? ____________________________________________________________________________________________________________________ What quality do Betty and Max have in common? __________________________________________________________ She is ready to help anyone any time, always gives up her seat on the bus to someone in need, and she often helps us with our schoolwork. She is patient enough to listen to her friend and understands her friend quite well. She knows how to cheer her friend up. Because he often tells jokes and makes them laugh. As he stays active from doing sports to other club activities and never seems to get tired. They are both cheerful. 17 Activity 5: Complete and summarize Complete the conversation in Part C. Millie is talking with Simon about best friends. Complete their conversation in Part C with the correct forms of the words and phrase in the box. 18 Activity 5: Complete and summarize Complete the conversation in Part C. Millie: Who is your best friend, Simon? Simon: My best friend is Andrew, I like being with him because he has a good (1)_____________. He often tells jokes and makes me (2)________. Millie: That’s great! I’m sure you’ll never feel (3)__________ with him around. Simon: Yes, it’s true. And it’s good to share interests with our best friends. Andrew and I love to play football together. He never seems to get tired. Millie: He must be very (4)________. Simon: Yes.What’s more, he’s a really (5) _________person. when I meet difficult tasks and feel like giving up, he cheers me up and (6)__________me to keep going. Millie: Andrew sounds like a good friend. My best friend is Kate. She’s a kind and caring girl. She’s always there when I need someone to talk to. She’s (7)_______ enough to listen to me. Simon: Sounds great! Millie: Kate is also a (8)__________ friend.When I have something on my mind, I always go to her, I can tell her anything because she’s great at keeping secrets. Simon: We’re lucky to have such great friends. sense of humour laugh bored energetic cheerful encourages patient trustworthy 19 Activity 5: Complete and summarize Read the two articles and summarize the language used to introduce the best friend with a mind map on the learning sheet. 20 Activity 6: Further thinking Think about the questions in Part D and share their answers with the class. Who would you like to make friends with, Betty or Max? Why? What qualities of your friends attract you most? Why? Why is it important to have a best friend? 21 Activity 6: Further thinking See some pictures of famous people around the world think whether you want to make friends with these people, and describe these people with some adjectives you’ve learnt. 22 Activity 6: Further thinking Enjoy the poem on the learning sheet. Friends are like sunshine in our life. The best way to find good friends is to be a good friend first. 23 Activity 6: Further thinking Know that before you get love, you should learn to give love. 24 Homework Read the two articles in this lesson aloud. (Required) Finish Parts B1 and B2 in Workbook. (Required) Write a short passage to introduce your best friend with adjectives. (Optional). 25 Lavf58.29.100 $$Unit 1 Friendship Welcome to the unit 1 Activity 1: Lead in Answer the question. Do you have a best friend? Why do you like being friends with him/her? 2 Activity 1: Lead in Look at some adjectives and talk about them. friendly, smart, polite, tidy, helpful... 3 Activity 2: Talk, learn and match Talk about what qualities a good friend should have. 4 Activity 2: Talk, learn and match Look at some pictures . Here are some pictures. Can you tell me who they are in the pictures? They are students. 5 Activity 2: Talk, learn and match Look at some pictures . What is the boy like? He is naughty/brave/ curious/kind/funny/... 6 Activity 2: Talk, learn and match Look at some pictures . He always tells the truth. He is honest. 7 Activity 2: Talk, learn and match Look at some pictures . Here are some pictures. Can you tell me who they are in the pictures? They are students, they laugh because of the teacher's joke. 8 Activity 2: Talk, learn and match Look at some pictures . What is the teacher like? She is naughty/brave/ curious/kind/funny/... 9 Activity 2: Talk, learn and match Look at some pictures . She has a great sense of humour. She is humorous. 10 Activity 2: Talk, learn and match Read the introduction of The Journey to the West on the learning sheet. 11 Activity 2: Talk, learn and match Read the introduction of The Journey to the West on the learning sheet. Look at the picture of a novel. What’s the name of the novel? The Journey to the West. 12 Activity 2: Talk, learn and match Read the introduction of The Journey to the West on the learning sheet. Do you know about the four main characters? Who are they? Tang Sanzang (Tang Seng), Sun Wukong, Zhu Bajie, Sha Wujing (Sha Seng/Sha Heshang). 13 Activity 2: Talk, learn and match Read the introduction of The Journey to the West on the learning sheet. What are they like? Let's read the introduction on the learning sheet and match the qualities with the correct characters. 14 Activity 3: Let's match Match the qualities on the left with the explanations on the right in Part A. Daniel is reading about a writing competition. Match the qualities on the left with the explanations on the right. Write the correct letters in the boxes. 15 Activity 3: Let's match Checks the answers by speaking out with the complete sentences. a b d c e. g. My friend is helpful so he/she stands by my side when I need support. 16 Activity 4: Listen and fill Listen to the conversation in Part B and fill in the form on the learning sheet. Mr Wu is asking the Class 1, Grade 8 students what qualities are important in good friends. What do they think makes good friends? 17 Activity 4: Listen and fill Read the conversation together. 18 Activity 5: Make up a new conversation Make up your own conversation to talk about what you think makes good friends, using Part B as a model. Now let's make up a new conversation to talk about what you think makes good friends. You can use the conversation in Part B as a model. Then I'd like to invite some pairs to act out the conversation. 19 Activity 6: Discuss and report Form different groups and have a discussion on the qualities of a good friend with the help of the questions on the learning sheet. Work in groups and talk about what qualities your good friends have are the most important. Who is your best friend? Why do you think he/she is your best friend? When you are happy or sad, who do you talk to? Why? Can you talk to your best friend about anything? Why? When you have problems, who do you talk to? Why? Do you believe what your friend says? Why? 20 Activity 6: Discuss and report Let's invite some students to make a report about your discussion results. 21 Activity 7: Make a survey Form different groups and make a survey. What quality do you think is the most important in good friends? Why? Then fill in the form on the learning sheet. 22 Activity 7: Make a survey Let's invite some group leaders to make a report about the survey. What quality do you think is the most important in good friends? Why? Then fill in the form on the learning sheet. 23 Activity 8: Guess and summarize Read the proverbs and guess their Chinese meanings. A friend in need is a friend indeed. Friendship cannot stand always on one side. The best mirror is an old friend. Friendship multiplies joys and divides griefs. 患难见真情。 友谊是双方的事。 老友如明镜。 友谊倍增欢乐，分担忧愁。 24 Activity 8: Guess and summarize Find more proverbs about friendship on the Internet after class. 25 Activity 8: Guess and summarize See a summary about friendship and some advice on how to make good friends. Spend more time around people. Join an organization or a club. Be a volunteer. Be a good listener. Choose your friends wisely. 26 Homework Write down the qualities in good friends you have learnt and explain each of them by using a complete sentence. (Required) Finish exercises in Part A1 in Workbook. (Required) Search for more proverbs and songs about friendship. (Optional) 27 $$Unit 1 Friendship Word power 1 Activity 1: Lead in Chant together and underline the adjectives in the chant. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! 2 Activity 1: Lead in Chant together and underline the adjectives in the chant. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! 3 Activity 2: Find and learn Find the words with the suffix-ful in the chant and the similarity among them, and then work out the rule to form these adjectives. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! 4 Activity 2: Find and learn Find the words with the suffix-ful in the chant and the similarity among them, and then work out the rule to form these adjectives. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! n. +-ful→adj. 5 Activity 2: Find and learn Explain the meaning of the suffix -ful. The suffix -ful means “ full of ” or “ having the qualities of ”. 6 Activity 2: Find and learn Find the words with the suffix -less and the similarity among them, and then has students work out the rule. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! 7 Activity 2: Find and learn Find the words with the suffix -less and the similarity among them, and then has students work out the rule. Careful Lily checks her work twice, Thoughtful—she helps friends with advice. Fearless Mark jumps off the high dive, No fear makes him helpless—he’s alive! Joyful Anna sings every day, Her laughter’s endless—light as hay! Restless Ben bounces on his seat, Can’t stay still—tireless on his feet! Useful Mia fixes broken pens, Her mind’s powerful—solves all tense! Hopeless Tim? No, wait—he tries! Meaningful efforts make him wise! -FUL, -LESS, let’s chant again! Adjectives show who we are, my friend! -FUL means “full of”—heart and soul, -LESS says “without”—but never dull! n. +-less→adj. 8 Activity 2: Find and learn Explain the meaning of the suffix -less. The suffix -less means “without”. 9 Activity 2: Find and learn Understand the word with -ful and the word with -less usually have opposite meanings. 10 Activity 3: Practise Complete the table in Part A. If you cannot add the suffix -ful or -less to a word, put a cross (×) in the box. You may use a dictionary to help you. Adjective (with -ful) Adjective (with -less) cheer end endfu meaning sleep taste 11 Activity 3: Practise Checks the answers together, know that not all words have both -ful and -less as suffixes. Adjective (with -ful) Adjective (with -less) cheer end endfu meaning sleep taste cheerful cheerless endful endless helpful meaningful meaningless sleepful helpless sleepless tasteful tasteless 12 Activity 3: Practise Complete the text in Part B. Daniel wrote a diary entry about his day out with Simon. Add the correct suffix -ful or -less to the nouns in brackets to complete the text in Part B. 13 Activity 3: Practise Complete the text in Part B. beautiful cloudless thoughtful hopeless colourful helpful 14 Activity 4: Extension Collect more words with the suffix -ful or -less and make a mind map about the suffixes -ful and -less. Describe an experienceyou had with a friend using the words with the suffix -ful or -less. 15 Homework Find out more adjectives with the suffix -ful or -less and remember them. (Required) Make a short chant to introduce your best friend, using the adjectives with the suffix -ful or -less. (Optional) 16 $$