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

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