8A Unit1 Friendship 教学设计2026-2027学年译林版八年级英语上册

该初中英语教学设计聚焦“Friendship”主题，围绕描述朋友外貌与品质，运用比较级、最高级及-ful/-less形容词，最终完成“My best friend”写作任务。课堂导入通过单元任务（班级友谊手册）发布与前知识复习衔接，以“friendship writing bank”、思维导图等为支架，构建知识链。 该资料严格对标新课标核心素养，目标可观测，实现“教—学—评一体化”。如写作课通过范文分析、peer review提升语言能力与思维品质，对比中西方友谊观（“患难见真情”与“A friend in need is a friend indeed”）培养文化意识，分层作业与自我评估发展学习能力。助力学生综合运用语言，教师教学路径清晰。

8A Unit 1 Friendship · Teaching Designs (2022 Edition Curriculum Standards) 8A Unit 1 Friendship 教学设计 新译林版《英语》八年级上册（2024 年审定） Module 1 Teenage life · 《义务教育英语课程标准（2022 年版）》对表 · 核心素养目标版 Unit Overview 单元整体说明 This unit plan covers New Yilin English 8A, Unit 1 Friendship, and is written in line with the English Curriculum Standards for Compulsory Education (2022 Edition). Following the school template, every period below is a complete teaching design written in English, with objectives, key and difficult points, timed procedures and blackboard design. Unit theme: 人与社会 → 社会服务与人际沟通 → 良好的人际关系与人际交往. Unit big idea: Qualities matter more than looks; true friendship needs honesty and care; friendships enrich our lives. Unit objectives (By the end of the unit, students will be able to:) (1) obtain and sort out information about people's looks and qualities, and use comparative and superlative adjectives and the suffixes -ful / -less to introduce friends orally and describe a best friend in writing (language ability); (2) value friendship, appreciate others' inner qualities, and recognize that “friendships enrich our lives” is a value shared across cultures (cultural awareness); (3) compare and summarize the similarities and differences between people, infer qualities from examples, and form well-grounded judgements about true friendship (thinking capacity); (4) summarize ways of making and keeping friends, transfer them to real-life communication, and monitor their own learning with checklists and self-assessment (learning ability). Unit final product: A short article “My best friend” (80–100 words) written in Period 7, which becomes one page of Project 1 “A class booklet about best friends” (our class friendship handbook). How the teaching objectives follow the 2022 standards (1) Every period sets three or four integrative objectives written from the learners' perspective (“students will be able to ...”), each tagged with the core competency it mainly develops — language ability, cultural awareness, thinking capacity or learning ability. The old three-way split of knowledge / ability / emotional objectives is no longer used. (2) Every objective is observable and checkable: each teaching step carries a Purpose line marked with the objective numbers it serves (→ O1–O4), and the Summary section states the assessment evidence, so that teaching, learning and assessment are integrated（教—学—评一体化）. (3) Classroom activities move through the three layers of the English learning activity view — learning & understanding → applying & practicing → transferring & creating. (4) Homework is tiered in three types for every period — Consolidation / Extension / Practice — and the Practice tasks feed the real unit tasks. Teaching arrangements 课时安排 Period Section(s) Lesson type 1 Unit opening + Welcome to the unit Listening & speaking · unit opening 2 Reading (1) — first reading Reading comprehension 3 Reading (2) — deep reading Reading & language focus 4 Grammar Grammar (inductive) 5 Word power Vocabulary · word formation 6 Integration A–C Integrated skills · story & listening 7 Integration D + Assessment Reading & writing · unit assessment Period 1 · Unit 1 Friendship Welcome to the unit 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] perceive, understand and read aloud the adjectives of personal qualities in Part A (helpful, honest, cheerful, humorous, caring, and the extended words clever, friendly, hard-working, interesting, kind, polite, smart, tidy), match them with their explanations correctly, and exchange opinions about what makes good friends in a pair talk of at least three turns, using “What do you think makes good friends?”, “Good friends should be ...” and “I think ... because ...” (O1); (2) [Cultural awareness] realize that qualities matter more than looks when choosing friends, and perceive honesty, kindness and care as friendship values shared by teenagers both at home and abroad (O2); (3) [Thinking capacity] support each opinion with a concrete example instead of a single adjective (“Good friends should be honest, because they tell the truth even when it is hard”), and judge which two qualities matter most, giving clear reasons (O3); (4) [Learning ability] start a personal “friendship writing bank” for the unit task — writing “My best friend” for our class friendship handbook — and reflect on their own qualities as a friend in two written sentences (O4). II. Language Knowledge 1. Key words & phrases helpful, honest, cheerful, humorous, caring, clever, friendly, hard-working, interesting, kind, polite, smart, tidy; stand by your side, tell the truth, tell jokes, care about others 2. Key sentences What do you think makes good friends? Good friends should be kind and helpful. They support you when you are unhappy. What qualities do you think you have as a friend? 3. Key and challenging points Key: master the sound, form, meaning and use of the quality adjectives, and the opinion patterns above. Challenging: explain a quality with a concrete example instead of just naming the word, and link opinion and reason with “I think ... because ...”. III. Teaching Procedures Step 1 Lead-in (5 minutes) Read the unit quote “Friendships enrich our lives.” and go through the unit goals with the class. Present the unit task: write a short article about your best friend and put the articles together into our class friendship handbook (Project 1). Brainstorm: “Who is your best friend?” Purpose: publish a real unit product so that every lesson works for it; success is visible when students can name a friend and one of his/her traits (learning & understanding: perceiving & noticing; → O4). Step 2 Pre-discussion (10 minutes) Present the quality words in Part A with simple definitions and examples: helpful → stand by your side and give help; honest → tell the truth; cheerful → feel happy and show it; humorous → tell jokes; caring → be kind and care about you. Students read them aloud for pronunciation, then take a quick quiz (Chinese → English). Purpose: build the language basis for the discussion; success is measured by the quiz accuracy (learning & understanding: obtaining & organizing; → O1). Step 3 While-activity (15 minutes) Activity A: Students match the qualities with the explanations individually. When checking, ask “Why do you think 'honest' matches 'Tell the truth'?” so that students explain the meanings in simple English. Activity B: Pairs role-play the model dialogue in Part B first, then talk about what qualities are important in good friends with the words in the box. The teacher probes: “Why? Can you give an example?” to push “quality + example” answers. Purpose: move from understanding the words to using them in real talk; success is a 2–3-sentence turn with “I think ... because ...” plus an example (applying & practicing: internalizing & utilizing; → O1, O3). Step 4 Post-discussion (10 minutes) Activity C: Students think about “What qualities do you think you have as a friend?” and write two sentences. Several students share; others comment: “Do you agree with him/her? Why or why not?” The two sentences go into each student's friendship writing bank (page 1). Purpose: turn the topic back on students themselves — from judging others to reflecting on themselves — and open the writing bank for the unit task (transferring & creating: critiquing & evaluating; → O3, O4). Step 5 Summary and Homework (5 minutes) Summary: Go back to the big idea: when we choose friends, qualities matter more than looks (→ O2). Consolidation: read and copy the quality words; finish the vocabulary exercises in the Workbook. Extension: write three sentences with “My best friend is ___ because he/she ___.” Practice: interview a good friend — “What do you think is my strongest quality as a friend?” — and note the answer down in one sentence. IV. Assessment of Teaching Effectiveness Each objective is checked in class as follows (teaching–learning–assessment integration): Objective Success evidence How to check O1 Language ability Part A matching basically correct; the pair talk keeps three or more turns with the target patterns Check the matching answers in class; observe the pair work with a simple tick record O2 Cultural awareness Students restate “qualities matter more than looks” in their own words at the summary Listen to the summary statements O3 Thinking capacity Opinions are supported by a concrete example, not a single word Listen for “quality + because + example” in Activities B and C O4 Learning ability The writing bank is started with one “quality + example” entry and two self-reflection sentences Collect the bank page (or the two sentences) at the end of the lesson V. Design Purpose The lead-in publishes the unit task and builds learning expectation for the whole unit. Pre-discussion teaches the key words as the basis of all further activities. While-activity moves students from matching (understanding) to discussing (using). Post-discussion completes the turn from “qualities of others” to “my qualities” and opens the writing bank, planting the unit big idea. VI. Blackboard Design Content Unit 1 Friendship — Welcome to the unit Key words: helpful, honest, cheerful, humorous, caring ... Key sentences: What do you think makes good friends? / Good friends should be ... Big idea: Qualities matter more than looks. Unit task: Write about your best friend → class friendship handbook. VII. Teaching Reflection (To be completed after class.) Suggested focus: (1) Can every student give a “quality + example” answer, not just a single word? (2) Did the shy students get real chances to speak in the pair work? (3) Was the quick quiz at the right level? Adjust Period 2 accordingly. Period 2 · 8A Unit 1 Friendship Reading (1) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the two articles about Betty and Max in Teenagers magazine, and find the information about their looks and qualities to complete the character profiles with accurate details (O1); (2) [Cultural awareness] feel the writers' love for their best friends from the titles and pictures, and get ready to discover the qualities behind the details in the next period (O2); (3) [Thinking capacity] sort and organize the information found in the text into the character profiles of Betty and Max clearly, and check every answer against the text with its source sentence (O3); (4) [Learning ability] use the reading strategies of predicting from the title and pictures, skimming for the main idea and scanning for details with a clear purpose, and mark the parts they are not sure about for the deep reading in the next period (O4). II. Teaching Key Points and Difficult Points Key Points (1) The main idea and the structure of the two articles about Betty and Max. (2) Finding the details needed for the character profiles of Betty and Max and organizing them clearly. Difficult Points (1) Scanning efficiently for the needed information. (2) Checking every answer against the text instead of guessing. III. Teaching Procedures 1. Lead-in (5 minutes) Show a photo of two friends and ask: “Who is your best friend? What does he/she look like? What is he/she like?” Tell students that today they will meet two best friends in Teenagers magazine — Betty and Max. Purpose: activate prior knowledge and focus attention on “looks + qualities” (perceiving & noticing; → O1). 2. Pre-reading (7 minutes) Students predict from the titles and pictures: what will a magazine article about a best friend write about — appearance, qualities, or both? Collect predictions on the board. Purpose: prediction gives students a clear reading purpose (learning & understanding; → O4). 3. Reading for gist (10 minutes) Skimming (5'): read the two articles quickly and check the predictions — both writers describe looks and qualities. Purpose: get the main idea and the structure with skimming (learning & understanding: obtaining & organizing; → O1, O4). 4. Reading for details (15 minutes) Scanning & profiling (8'): students complete the profiles in Part A independently and then check in pairs. Betty — looks: a slim girl with big bright eyes, wears her hair in a ponytail; qualities: kind and helpful, trustworthy, cheerful. Max — looks: the tallest boy (almost 1.8 metres), wears small round glasses; qualities: a great sense of humour, energetic, cheerful. Purpose: scan for the details and organize them into the character profiles of Betty and Max (applying & practicing: internalizing & utilizing; analyzing & judging; → O1, O3). 5. Check and prepare (4 minutes) Students check the completed the character profiles of Betty and Max in pairs and correct the answers with the text; each pair marks one question they are not sure about — it will be solved in the next period. The teacher collects the common questions on the board. Purpose: get ready for the deep reading in the next period; success = the character profiles of Betty and Max basically complete with source sentences marked (→ O3, O4). IV. Summary (2 minutes) Students summarize in one sentence: “We have got the main idea, the structure and the key facts of the two articles about Betty and Max.” The teacher points to the questions collected on the board: they will be solved in the next period. Assessment of objectives: O1 and O3 via the completed the character profiles of Betty and Max and the pair check; O2 via the sharing in the lead-in and pre-reading; O4 via the strategy use observed in class. V. Homework (2 minutes) Consolidation: read the two articles about Betty and Max aloud until fluent; complete the character profiles of Betty and Max if it is not finished. Extension: mark your favourite sentence in the text and be ready to explain why you like it in the next period. Practice: find one “quality + example” of your own friend and write it on a sticky note for the friendship writing bank. VI. Blackboard Design Part Content Text the two articles about Betty and Max Structure the main parts of the text (found by skimming) Details the character profiles of Betty and Max — completed with source sentences Strategies predict → skim for gist → scan for details Next period deep reading: answer with evidence, find the pattern Period 3 · 8A Unit 1 Friendship Reading (2) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] understand the two articles more deeply, answer the questions in Part B with source sentences, and use the key chunks (e.g., slim, ponytail, trustworthy, a great sense of humour; give up one's seat to sb, cheer sb up) correctly (O1); (2) [Cultural awareness] appreciate that teenagers in English-language magazines value the same inner qualities — kindness, honesty, humour and energy — and feel the shared message that “friendships enrich our lives” (O2); (3) [Thinking capacity] infer a quality from the example behind it (from “She always gives up her seat on the bus to someone in need” to kind and helpful), compare the two friends, and work out the text pattern “looks → qualities + examples → feelings” (O3); (4) [Learning ability] collect “quality + example” sentences into the friendship writing bank as material for the unit writing task (O4). II. Teaching Key Points and Difficult Points Key Points (1) Answering the questions with source sentences — evidence-based reading. (2) The language focus and the writing pattern of the text. Difficult Points (1) Inferring the feelings and values behind the details. (2) Using the collected chunks correctly in the speaking task. III. Teaching Procedures 1. Review and retell (4 minutes) Students retell the main idea of the two articles about Betty and Max with the character profiles of Betty and Max completed last period; the teacher checks quickly and solves one or two of the questions collected last time. Purpose: reactivate the main idea and set the goal of this period — reading deeper with evidence (perceiving & noticing; → O1). 2. Deep reading with evidence (12 minutes) Questioning (5'): students answer the five questions in Part B and must read out the source sentence for each answer. Question 5 leads to the shared quality: they both make their friends feel better. Purpose: from getting information to organizing it, then to text-based reasoning; success = answers with source sentences (obtaining & organizing → summarizing & integrating; analyzing & judging; → O1, O3). 3. Language focus and pattern discovery (12 minutes) Pattern discovery: students circle the “quality + example” sentences, e.g. “She always gives up her seat on the bus to someone in need.” (kind and helpful). The class works out the writing pattern: who + looks → qualities + examples → summary feelings. Purpose: make the text structure visible for the unit writing product (summarizing & integrating; → O3, O4). 4. Thinking and judging (7 minutes) Students answer the question: “Which quality of Betty's or Max's do you admire most? Find the example in the text that shows it.” They must find the evidence in the text and report with “I choose ... because the text says ...”. The teacher guides: deep reading means reading with evidence. Purpose: text-based reasoning — from facts to judgement (transferring & creating: reasoning & arguing; → O2, O3). 5. Speaking (6 minutes) In groups of four, students answer: “Who would you like to make friends with, Betty or Max? Why?” using “I'd like to make friends with ... because ... For example, ...”. Two or three groups report to the class. Purpose: transfer text information into personal opinions with reasons (transferring & creating: reasoning & arguing; → O2, O3). IV. Summary (2 minutes) Students summarize in one sentence: “Reading deeply means answering with evidence and finding the writer's pattern.” The teacher highlights the key chunks and the pattern on the board. Assessment of objectives: O1 via the source-sentence answers and the chunk use in speaking; O2 and O3 via the judging discussion and the group report; O4 via the material-bank entries. V. Homework (2 minutes) Consolidation: read the two articles aloud until fluent; finish the profile card of your own best friend (name, looks, qualities). Extension: write one sentence for each — “Betty is ___ because ___.” “Max is ___ because ___.” Practice: find one “quality + example” of your own friend and write it on a sticky note for the friendship writing bank. VI. Blackboard Design Part Content Vocabulary slim, ponytail, trustworthy, energetic, cheerful, a great sense of humour; give up one's seat to sb, cheer sb up Betty Looks: slim, big bright eyes, hair in a ponytail. Qualities: kind and helpful, trustworthy, cheerful. Max Looks: tallest, small round glasses. Qualities: a great sense of humour, energetic, cheerful. Pattern qualities + examples → “She always gives up her seat on the bus ...” Big idea Qualities matter more than looks. Period 4 · 8A Unit 1 Friendship Grammar 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out and state the formation rules of comparative and superlative adjectives (-er/-est; +r/+st; consonant + y → -ier/-iest; doubling the final consonant; long words → more/most; irregular: good → better → best, bad → worse → worst), and use “comparative + than” and “the + superlative + in/of ...” accurately in controlled practice (target accuracy ≥ 85%) and in sentences describing real classmates (O1); (2) [Cultural awareness] understand that comparing people serves appreciating differences rather than laughing at others, and describe classmates politely and respectfully (O2); (3) [Thinking capacity] observe, sort and induce the grammar rules from authentic sentences in the unit texts (inductive learning), and self-monitor typical errors such as mixing more with -er (O3); (4) [Learning ability] record the rules in a self-made grammar table, check their own accuracy through the quick drill and peer check, and collect personal errors for after-class review (O4). II. Teaching Key Points and Difficult Points Key Points (1) The formation rules of comparative and superlative adjectives. (2) The correct use of “comparative + than” (two) and “the + superlative + in/of ...” (three or more). Difficult Points (1) Forming the comparative and superlative of tricky adjectives (heavy → heavier, slim → slimmer, good → better). (2) Using both forms naturally in real description; not mixing “more” with “-er”. III. Teaching Procedures 1. Lead-in (4 minutes) Show two photos of students (tall/short, long hair/short hair) and elicit: “Tom is tall. Jim is short. Tom is taller than Jim.” Then show a group photo and ask: “Who is the tallest in our class?” Purpose: start from real comparison and lead in the grammar focus (perceiving & noticing; → O1). 2. Presentation (8 minutes) Students re-read four sentences from the texts: “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.” They complete “Work out the rule!” in pairs: comparative + than compares two; the + superlative + (in/of ...) compares one among three or more. Purpose: let students discover the rules from the texts they already know (learning & understanding: summarizing & integrating; success = a complete restatement of the rules; → O1, O3). 3. Grammar explanation (10 minutes) The class sorts the five formation rules into a table (see blackboard design) plus the irregular forms; the teacher adds the two-syllable adjectives with two forms (clever → cleverer / more clever). Quick oral drill: the teacher says an adjective, students answer the three forms in chorus or by rows. Purpose: make the rules explicit and reachable; success = accuracy in the quick drill (learning & understanding → applying & practicing; → O1, O4). 4. Practice (12 minutes) Task A1: students complete the transformation chart independently (funny, close, bright, beautiful, kind, sad, slim, wonderful, difficult, heavy, smart, good, cute, bad ...), peer-check, then class feedback on the tricky ones (heavy → heavier, slim → slimmer, good → better). Task A2: students complete Daniel's notes about his classmates (Peter is shorter than Simon. / Simon is the tallest of the six students. / Amy is lighter than Sandy. ...), paying attention to “than” vs “of the six”. Purpose: controlled practice from form to context, with error correction in class (applying & practicing: internalizing & utilizing; → O1, O3, O4). 5. Production (8 minutes) Task C: each student describes and compares his/her friends with at least two comparatives and two superlatives using real information, then shares in groups. Values point: we compare to appreciate differences, not to laugh at others. Purpose: use the grammar for the unit theme — introducing friends (transferring & creating: imagining & creating; success = accurate and true sentences; → O1, O2). IV. Summary and consolidation (2 minutes) Students state the two formulas by themselves; the teacher answers remaining questions and reminds students to copy the self-made grammar table into their error-collection notes. Assessment of objectives: O1 via the accuracy of Tasks A1/A2 and the production sentences (target ≥ 85%); O2 via polite and respectful language in Production; O3 via the “Work out the rule!” restatement; O4 via the self-made grammar table and the error notes. V. Homework (1 minute — assigned with the summary) Consolidation: finish the grammar exercises in the Workbook for this unit. Extension: write five sentences comparing your classmates with real data (reminder: be polite). Practice: find a family photo and introduce your family members with two comparative and two superlative sentences. VI. Blackboard Design Part Content Formation rules Short: + er / + est; ending in -e: + r / + st; consonant + y: -y → -ier / -iest; vowel + consonant: double the consonant + er / + est; long: more / most +; irregular: good → better → best, bad → worse → worst Usage comparative + than (two); the + superlative + in/of ... (three or more) Examples Betty's hair is longer than mine. / Max is the tallest boy in our class. Period 5 · 8A Unit 1 Friendship Word power 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] work out the meanings of the suffixes -ful (= full of) and -less (= without), form adjectives from nouns (cheer → cheerful, hope → hopeless ...), and use at least five of them correctly in the diary task (Part B) and in their own sentences about a day with friends (O1); (2) [Cultural awareness] notice that both English and Chinese build new words in regular ways — English suffixes and Chinese character components (radicals such as 氵 for water: 江河湖海) — and grow interest and confidence in observing languages (O2); (3) [Thinking capacity] judge which noun-suffix combinations are acceptable on the basis of meaning and evidence (endless works, but “endful” does not exist), and state the boundary of the rule instead of applying it mechanically (O3); (4) [Learning ability] build the habit of checking the dictionary to verify a new word form, and make a word-formation card to support guessing and remembering new words in after-class extensive reading (O4). II. Teaching Key Points and Difficult Points Key Points (1) The opposite meanings of -ful and -less, and the rule noun + suffix → adjective. (2) Using the new adjectives in the diary context and in students' own sentences. Difficult Points (1) Deciding which nouns can take which suffix (endless works; “endful” does not) — building dictionary-checking awareness. (2) Using the adjectives naturally to describe an experience, not just listing words. III. Teaching Procedures 1. Lead-in (4 minutes) Re-read one sentence from Max's article with “cheerful” and split it on the board: cheer + -ful → “full of cheer”. Then show “a sleepless night” from the text: sleep + -less → “without sleep”. Students guess today's topic. Purpose: recycle the texts and let students sense the rule first (learning & understanding; → O1, O3). 2. Presentation (8 minutes) The class concludes: -ful = full of; -less = without; noun + suffix → adjective. Cross-language observation (→ O2): English builds adjectives with suffixes, just as Chinese builds characters with common components — both languages grow in regular ways. Students complete the word list in Part A (cheer, help, sleep, taste ...) in pairs, ticking the possible forms and crossing the impossible ones (endful ✗, endless ✓), using dictionaries to verify. Purpose: rule + verification, building a dictionary habit (summarizing & integrating; using reference books; success = choices grounded in the dictionary or context; → O1, O3, O4). 3. Practice (15 minutes) Task B: students read Daniel's diary and complete it with the correct forms (wonder → wonderful, cloud → cloudless, thought → thoughtful, hope → hopeless, use → useful, colour → colourful, help → helpful). Check together and ask students to explain each choice with the meaning of the suffix. Quick-response game: the teacher gives a situation (“Someone who always tells jokes”), students answer with the right adjective (humorous / cheerful ...). Purpose: see word formation at work in a real text (applying & practicing: internalizing & utilizing; → O1). 4. Production (13 minutes) Task C: in groups, students collect more -ful/-less words (careful/careless, useful/useless, hopeful/hopeless ...). Each student picks two or three and writes two or three sentences about a real experience with a friend, then shares in the group; the best sentences go onto the board. Purpose: use the new words for the unit theme — experiences with friends (transferring & creating: imagining & creating; → O1, O2). IV. Summary (3 minutes) Students restate the rule; the teacher points out that Grade 8 adds about a thousand new words, and word formation is one of the key strategies to grow vocabulary by themselves (→ O4). Assessment of objectives: O1 via the diary task and students' own sentences; O2 via the cross-language observation talk; O3 via the acceptability judgements with reasons; O4 via the word-formation card. V. Homework (2 minutes) Consolidation: make a word-formation card with at least eight -ful/-less words. Extension: write a short passage of about 60 words, using five of the words, about a day with friends. Practice: find three -ful/-less words in this week's extensive reading and note where you found them. VI. Blackboard Design Part Content Suffix rules -ful = full of (care → careful); -less = without (hope → hopeless); noun + suffix → adjective Examples cheerful, helpful, wonderful, colourful; careless, endless, cloudless, hopeless Note Not one-to-one: endless ✓, “endful” ✗ — check a dictionary! Period 6 · 8A Unit 1 Friendship Integration (A–C) 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] read and retell the fable “Two friends and the bear” with a complete plot chain and its moral, obtain key information from the two listening materials (B1: advice on making friends; B2: ways of getting along with friends) by predicting and noting key words, and integrate the notes into a coherent article in B3 (O1); (2) [Cultural awareness] connect the English moral “A friend in need is a friend indeed” with the Chinese saying 患难见真情, and appreciate the friendship values shared by Chinese and Western cultures (O2); (3) [Thinking capacity] analyze the behaviour choice in the fable — leaving the friend or staying with him in danger — judge what a true friend should do with reasons from the text, and argue for a side in the mini-debate “Lots of friends or a few good friends?” using “Yes, that's true. But ...” to agree first and then turn (O3); (4) [Learning ability] apply the listening strategy chain “predict → catch key words → integrate”, and turn one piece of advice from B1/B2 into a real-life action for the coming week, recording what they did and how it worked (O4). II. Teaching Key Points & Difficult Points Key Points (1) The plot and moral of the fable; the key information of B1 and B2. (2) Completing B3 with the information from B1 and B2 (integrating). Difficult Points (1) Interpreting the moral and relating it to real life. (2) The opinion exchange in Part C: agreeing first and then adding a turning point (“Yes, that's true. But ...”). III. Teaching Procedures 1. Lead-in (4 minutes) Show pictures of friends' daily interactions (studying together, playing sports, sharing an umbrella) and ask students to describe them briefly. Ask: “How do you make new friends?” Purpose: activate experience and lead in “making friends” (perceiving & noticing; → O1). 2. Reading the story (10 minutes) Students predict from the picture: what will happen when the two friends meet a bear? Then they read the fable and retell it with the plot chain: walking in the forest → saw the bear → one climbed, one lay down → the bear smelt and left → came down → “the bear said ...”. The class answers the two questions in Part A and reaches the moral: A true friend should not leave you in times of danger. Students connect it with the Chinese saying 患难见真情 — “a friend in need is a friend indeed” (cultural exchange). Purpose: feel the emotion first — the “why” of friendship; success = complete retelling and a proper grasp of the moral (learning & understanding → applying & practicing: analyzing & judging; → O1, O2, O3). 3. Listening practice (18 minutes) B1 (7'): students read the options first and predict (join a club / be brave and talk to others / be nice to others / smile at others / sit next to others / ask a friend to introduce ...); listen and tick; check with reasons (“Joining a club helps you meet people with the same interests.”). B2 (11'): make the strategy note clear — you don't have to write down every sentence; focus on key words. Students listen to “How to get along with friends” and complete the notes: Be a good listener — ask questions; use body language; look at your friends; nod from time to time. Be a caring person — share funny stories; notice and care about friends' feelings. Then students complete Daniel's article in B3 with the information from B1 and B2 and read it aloud. Purpose: a full strategy chain — predict → catch key words → integrate; success = accurate key words in the notes and a coherent B3 passage (obtaining & organizing → internalizing & utilizing; → O1, O4). 4. Discussion (8 minutes) Students read the model dialogue in Part C (many friends: you can play team matches; a few good friends: you know each other better and have more time and energy for each other). In pairs, students take a side and talk, using “Yes, that's true. But ...” to agree first and then turn. Two or three pairs show their talks. Purpose: a real mini-debate with response language (transferring & creating: reasoning & arguing; → O3). IV. Summary (2 minutes) The class builds a mind map together — how to make friends (join a club, be brave, be nice, smile ...) and how to keep friends (listen, share, care ...). Assessment of objectives: O1 via the retelling and the accuracy of B1–B3; O2 via the moral connection made in Step 2; O3 via the debate turns in Part C; O4 via the action-plan note. V. Homework (3 minutes) Consolidation: retell the fable to your family in three to five English sentences. Extension: complete the mind map “How to make and keep friends”. Practice: try one piece of advice in real life this week and record what you did and how it went (→ O4). VI. Blackboard Design Part Content Story moral A true friend does not leave you in danger — a friend in need is a friend indeed. B1 advice join a club; be brave and talk to others; smile at others ... B2 key phrases be a good listener: ask questions, body language, look at, nod; be caring: share, care about feelings Mind map make friends ↔ keep friends Period 7 · 8A Unit 1 Friendship Integration (D) + Assessment 教学设计 I. Teaching Objectives By the end of the lesson, students will be able to: (1) [Language ability] analyze the three-paragraph structure of the model article “My best friend” — introduction (who, and when & where you met), main body (looks + best qualities with examples), conclusion (feelings) — and draft an 80–100-word article about their own best friend with at least three qualities, each supported by one example, at least one comparative, one superlative and two -ful/-less adjectives (O1); (2) [Cultural awareness] express real appreciation and gratitude to a friend through writing, and treasure friendship as a value cherished in both Chinese and Western cultures (O2); (3) [Thinking capacity] assess their own and their peers' drafts against the checklist (structure, content, language, presentation), give “one star and one wish” feedback, and revise the draft accordingly (O3); (4) [Learning ability] use the model article, the word bank and the checklist as scaffolds to monitor their own writing process, and complete the unit self-assessment (p. 19) to see how their article becomes a page of the Project 1 class friendship handbook (O4). II. Teaching Key Points & Difficult Points Key Points (1) The three-paragraph structure and the “quality + example” development. (2) Using the language of the unit: comparatives/superlatives, -ful/-less words, key chunks. Difficult Points (1) Avoiding a list of quality words without examples. (2) Using comparatives and superlatives accurately inside the passage. III. Teaching Procedures 1. Lead-in (4 minutes) Show Kitty's article “My best friend” (about Joan) and ask: “What does Kitty tell us about Joan? What makes her article easy and nice to read?” Purpose: bring out the elements of a best-friend article (perceiving & noticing; → O1). 2. Analyzing the model (8 minutes) Students mark the three paragraphs and their functions (introduction / main body / conclusion), circle the “quality + example” sentences (helpful and patient — she always gives me help with dance; caring and thoughtful — she keeps my secret; cheerful — she looks on the bright side and cheers me up), and collect useful expressions: “I met her ... years ago.” “She is taller than me.” “Every time I ..., she will ...”. The textbook word bank (Face / Eyes / Nose / Hair / Looks / Character) is shown for reference. Purpose: read as a writer — make the model a scaffold (summarizing & integrating; success = correct marking and a list of transferable sentences; → O1, O4). 3. Pre-writing (8 minutes) Students answer the five questions of D1 (name / when & where you met / looks / best qualities / feelings) and make a personal material card; they interview each other once and rehearse orally. Remind students to take out their friendship writing bank — the “quality + example” notes collected in the unit — and choose the best ones. Purpose: collect real material so that writing starts from content, not from words; success = material with examples (→ O1, O4). 4. Writing process (15 minutes) Students draft independently, with three requirements on the board: three paragraphs; at least three qualities, each with one example; at least one comparative + one superlative and two -ful/-less words (80–100 words). The teacher monitors and gives individual help. Purpose: independent writing with a clear, checkable goal (→ O1). 5. Peer review and sharing (7 minutes) Students check drafts against the checklist: Structure — beginning (who, when & where you met), body (looks + qualities + examples), ending (feelings); Content — at least three qualities with examples; Language — comparatives/superlatives correct, at least two -ful/-less words; Presentation — neat handwriting, correct punctuation, 80–100 words. Peers give “one star and one wish”; students revise in class. One or two articles are shared. Purpose: assessment for learning — the checklist turns the unit's language goals into checkable writing points (transferring & creating: critiquing & evaluating; → O2, O3). IV. Summary and self-assessment (2 minutes) Students finish the self- and peer-assessment in Assessment (p. 19): I know what a good friend is like; I can use the grammar and suffixes of this unit; I can talk and write about my best friend; I understand the importance of friendship. The teacher announces that these articles will become the pages of our class friendship handbook (Project 1, pp. 62–63). Assessment of objectives: O1 via the draft meeting the four writing requirements; O2 and O3 via the “one star and one wish” peer review and the in-class revision; O4 via the completed self-assessment (p. 19). V. Homework (1 minute — assigned with the summary) Consolidation: revise your article according to the peer's comments and copy out the final version. Extension: listen to or learn to sing “With a Little Help from My Friends” and note down the line that touches you most (weekly audio-visual input ≥ 30 minutes). Practice: turn your article into an illustrated card (photo + decorations) for the class friendship handbook. VI. Blackboard Design Part Content Structure Introduction (who, when & where) → Main body (looks, qualities + examples) → Conclusion (feelings) Useful expressions I met her ... years ago. / She is taller than me. / Every time I ..., she will ... Checklist structure · content · language · presentation Next step Project 1: our class friendship handbook (pp. 62–63) 编写依据：新译林版《英语》八年级上册 Unit 1 Friendship；《义务教育英语课程标准（2022 年版）》。课时目标、活动与作业为依据教材与课标的设计，实际教学中请根据班情调整时间分配与难度分层。 学科网（北京）股份有限公司 $