Unit1 reading 教案 2025-2026学年译林版（2024）英语八年级上册

学科：英语 课题：8A U1上 年级：初二年级 班型：同步班 学期：上学期 课次：9月1周 教学时长： 45分钟 教学目标 1、愿学-学习内驱习惯培养目标：激兴趣养自主信心责 2、善学-学习方法能力培养目标：掌方法提能促反思 3、会学-学习知识内容培养目标：知识强技能懂方法 教学重难点 教学重点： 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.” 教学难点： 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. 教学过程 教学内容 唤醒 第一环节：复习小测·知识唤醒（Awake） 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!” 点燃 第二环节；作业讲评·兴趣点燃（Alight） 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 激发 第三环节：新课精讲·方法激发（Arouse） 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. 成就 第四环节：分层练习·成长成就（Achieve） 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. 鼓舞 第五环节：通关考核·内驱鼓舞（Applaud） 本节课重点知识巩固、复习及总结 1. with/without one’s support有/没有某人的支持 2. take good care of…=look after…well照顾好… 3. lie (v.)撒谎lie-lied; lie-lying; lie to sb对某人说谎 (v.)躺；位于lie-lay; lie-lying (n.)谎言；谎话 tell lies=tell a lie说谎 4. be ready/willing to do sth愿意、乐意做某事 5. be worried about为…担心 6. cheer for sb. 为…欢呼，喝彩；给…加油 7. in common共有的，共同的；common sense常识 8. a little / a bit of + 不可数名词 9. What’s more而且；更重要的是；另外 10. feel/get bored with… 对…感到厌倦 11. keep…in one’s mind=remember记住 12. encourage sb. to do sth. 鼓励某人做某事 课后作业分层布置 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. 课后服务 1、 课后学员学情及时家校沟通 2、 督促作业打卡及点评指导 3、 课后知识答疑及个性成长伴学 $