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新牛津译林版八年级上册英语Lesson Plan 1: Welcome to the Unit (Introduction Class)教学设计
Core Competency Objectives
- Language Ability: Students can recognize, read, and use vocabulary describing friends' qualities and master sentence patterns for expressing opinions .
- Cultural Awareness: Students understand that positive qualities in friendships (like sincerity and support) are valued across different cultural contexts.
- Thinking Quality: Students can analyze and evaluate friends' qualities with critical thinking, and express personal views logically through discussions and debates.
- Learning Ability: Students develop independent learning skills through matching exercises and enhance collaborative skills via group and pair activities.
Key Points & Difficulties
Master the vocabulary for describing friends' qualities and sentence patterns for expressing opinions.
Teaching Design
Situational Lead-in
Step 1: Warm-up
Show two pictures: One shows two friends sharing an umbrella in the rain, and the other shows one friend lying to another.
Design Intention: Visual aids can immediately capture students' attention, activate their prior knowledge about friendship, and create a context for discussing friends' qualities, thus laying the groundwork for subsequent vocabulary learning.
Knowledge Exploration
Step 2: Vocabulary
- Task 1: Matching Exercise (Textbook Part A)
Let students complete the matching of vocabulary and explanations independently.
Check the answers 1-e, 2-a, 3-b, 4-d, 5-e
Design Intention: Independent matching exercises promote students' autonomous learning ability. They can familiarize themselves with new vocabulary in a self-directed manner, which enhances their language recognition and application skills.
- Task 2: Vocabulary Expansion
Supplement additional words like “smart”.
Divide students into groups. Each group is required to make sentences for expressing opinions.
Design Intention: Group work encourages collaborative learning. Expanding vocabulary enriches students' language resources, and making sentences with new words helps them apply vocabulary in context, developing their ability to use language flexibly.
Step 3: Dialogue Analysis
1. Play the dialogue recording in the textbook.
2. Analyze the dialogue together:
- Ask → Why does Millie think friends should be kind
- Ask → What does Daniel value most in friends
3. Explain sentences for asking and expressing opinions, such as “What do you think...”, “I think--”, “Do you agree ”
Design Intention: Listening to the dialogue improves students' listening comprehension. Analyzing and explaining sentence patterns help students grasp the structure of expressing opinions, enhancing their ability to communicate and express thoughts in English.
Step 4: Pair Work
1. Pair up students.
They are required to discuss the qualities of friends using a given template and include at least two new words learned.
2. Debate Activity
Divide the class into groups. The debate topic is “Which quality is the most important in a friendship ”
3. Summary
The teacher summarizes the core qualities of friendship, emphasizing the importance of “sincerity and support”.
Design Intention: Pair and group activities provide opportunities for students to practice speaking and debating, fostering their communication and critical thinking skills. Summarizing helps consolidate key points and reinforce students' understanding of positive friendship qualities.
Step 5: Practice and Extension
Encourage students to share their passages with their partners.
Design Intention: Sharing passages allows students to learn from each other, boosts their confidence in using English, and extends the application of learned content to real-life expression.
Assessment & Feedback
Step 6: Homework
Write a short report about the interview for the next class.
Design Intention: Writing a report helps students consolidate vocabulary and sentence patterns from class and develops their writing ability by connecting classroom learning with future class content.
Post-teaching Reflection
The warm-up section is vital as it contains the unit’s learning objectives. Only when students master the introduction part can they have a clear overview of the unit. However, in this class, the time spent on vocabulary expansion could be adjusted to ensure all students have sufficient time to fully practice using new words. Also, during the debate activity, more guidance should be provided to less confident students to encourage their participation. Next time, I’ll plan the time more carefully and prepare some sentence starters for students who find it hard to join the debate, so that everyone can get involved actively.
新牛津译林版八年级上册英语Lesson Plan 2: Reading 1教学设计
Core Competency Objectives:
- Language Ability: Students can understand articles about two best friends, use appropriate adjectives to describe people, and express views on friendship.
- Cultural Awareness: Students appreciate the diversity of friendship concepts in different contexts.
- Thinking Quality: Students can analyze characters in articles and think critically about the qualities of true friends.
- Learning Ability: Students improve reading skills (skimming, scanning) and develop the ability to extract and summarize information from texts.
Key Points & Difficulties:
1. Understand content about two best friends in the articles.
2. Discuss what a true friend is.
Teaching Design
Situational Lead-in
Step 1: Pre-reading
Word puzzle
Design Intention: The word puzzle activates students' friendship-related vocabulary, stimulates interest in the reading material, and prepares them for the upcoming reading task.
Knowledge Exploration
Step 2: While-reading
2. Ask and answer:
What are the articles mainly about
Who are they
Learn about Betty.
3. Try to use different kinds of adjectives to introduce a person.
Learn about Max.
4. Read and choose:
Which of the following sentences are right
5. Make Max's profile (Name/Looks/Personality/Others' opinion).
6. Answer questions:
What do you think of May
Why do you think so
7. Further thinking:
When you choose a friend, which is more important, the beauty inside or the beauty outside
8. Choose and complete.
9. Discuss and express:
If you were asked to choose one of the two best friends, who would you like to choose as your best friend Why
10. Introduce your best friend.
Design Intention: A series of while-reading activities (asking & answering, reading & choosing, making profiles, etc.) train students' skimming and scanning skills, help them understand the text in detail, and enable them to use adjectives to describe people and express opinions, developing their reading comprehension and language application abilities.
Step 3: Post-reading - True Friend
11. Watch and answer (Little voices):
What makes a true friend
12. Discuss and express (Your voices):
What is a true friend in your eyes
13. Discuss and express (My voice):
How many people actually have true friends
Design Intention: Post-reading activities encourage students to go beyond the text, think deeply about the concept of true friendship, and express their own views, cultivating their critical thinking and oral expression skills.
Assessment & Feedback
Step 4: Homework
Try to introduce your best friend to your parents according to the profile.
Design Intention: Homework connects English learning with real life, allowing students to practice describing people and expressing ideas about friendship in a real context, and also enhances family interaction related to English learning.
Post-teaching Reflection:
Reading is the most important section in each unit, and the content is relatively complex, requiring high levels from students. Therefore, it needs to be taught slowly and carefully for students to truly master. In this class, the pace of some reading activities could be slowed down to ensure students with lower reading abilities can keep up. Also, more time could be given for students to discuss their views on true friends to fully develop their thinking and expression skills.
新牛津译林版八年级上册英语Lesson Plan 3: Reading 2教学设计
Core Competency Objectives:
- Language Ability: Students can review two articles, retell details using key words and phrases, and master the usage of new words, phrases, and sentences for describing friends.
- Cultural Awareness: Students recognize the universal importance of positive qualities in friendships.
- Thinking Quality: Students can organize information logically when retelling and analyze the usage of language points critically.
- Learning Ability: Students enhance their review and consolidation skills and develop the ability to apply language points in new contexts.
Key Points & Difficulties:
Master the uses of new words, phrases and sentences about describing friends.
Teaching Design
Situational Lead-in
Step 1: Lead-in
T: Who is your best friend
What does he or she look like
Ss: My best friend is... He/She is...
T: What qualities does your best friend have
Ss: ... is very kind. She is patient...
T: What do you think makes a good friend
Ss: He/She should be...
Design Intention: The lead-in questions activate students' prior knowledge about their own friends, create a natural transition to reviewing the text, and arouse their interest in talking about friendship, preparing them for the review activity.
Knowledge Exploration
Step 2: Let's review
Part A: Betty
1. Looks
(1) A ____ girl with big bright eyes
(2) Wears her hair in a ____
2. Qualities
(1) ____ and helpful
(2) ____
(3) ____
Part B: Max
1. Looks
(1) The ____ boy in class. (2) Wears ____ glasses
2. Qualities
(1) Has a great ____
(2) ____
(3) ____
Design Intention: Filling in blanks with key words helps students review text details, consolidate vocabulary related to appearance and qualities, and lay a foundation for retelling the text.
Step 3: Language points
1. Her hair is longer than mine, and she usually wears it in a ponytail.
Comparative sentence pattern: A + be verb + adjective comparative + than + B
2. Kind and helpful, Betty is ready to help anyone any time.
be ready to do sth: Willing to do sth, be prepared to do sth
3. She always gives up her seat on the bus to someone in need.
give up sth to sb: Give one's seat to someone
4. They make him look a little bit funny.
① a little bit = a little = a bit
② a bit of + uncountable noun
Design Intention: Explaining language points helps students master the usage of important sentences, phrases, and grammar (comparatives), enabling them to use these language items correctly in speaking and writing, and improving their accuracy in language use.
Assessment & Feedback
Step 4: Homework
Finish Part C.
Design Intention: Completing Part C allows students to further practice and consolidate the language points learned in class, and assesses their mastery of the content through written exercises.
Post-teaching Reflection:
The review class for reading may be a bit boring, but it is the most knowledge-rich part. Therefore, flexible changes can be made during teaching to help students absorb better. In this class, although the review of language points was comprehensive, interaction could be increased to make the review process more engaging, so that students can be more active in participating and consolidating knowledge.
新牛津译林版八年级上册英语Lesson Plan 4: Grammar教学设计
Core Competency Objectives:
- Language Ability: Students can master the special usages and extension rules of comparative and superlative adjectives and use them correctly in sentences.
- Cultural Awareness: Students understand how to describe people and things using comparatives and superlatives in different cultural communications.
- Thinking Quality: Students can analyze the formation and usage of comparatives and superlatives logically and apply them to solve language problems.
- Learning Ability: Students develop the ability to summarize grammar rules independently and apply them in practice.
Key Points & Difficulties:
Master the special usages and extension rules of comparative and superlative adjectives.
Teaching Design
Situational Lead-in
Grammar
Step 1: Lead-in
Display descriptive sentences about Betty and Max from the textbook,
e.g., Betty's hair is longer than mine.
Max is the tallest boy in our class.
Design Intention: Using familiar sentences from the textbook to introduce grammar makes students feel connected to previous learning, reduces their anxiety about grammar learning, and naturally introduces the topic of comparatives and superlatives.
Knowledge Exploration
Step 2: Grammar explanation
① Formation rules
Ⅰ. Most words add er/est:
great → greater → greatest
Ⅱ. Words ending with the letter e add r or st:
large → larger → largest
Ⅲ. Words ending with a consonant letter (change y to i and add ier or iest):
early → earlier → earliest
Ⅳ. Monosyllabic words with a single consonant letter at the end (double the final consonant and add er or est):
hot → hotter → hottest
Ⅴ. Adjectives ending with ful and less (add more and most before them for comparatives and superlatives):
beautiful → more beautiful → most beautiful
Ⅵ. Irregular forms:
good/well → better → best
bad/ill → worse → worst
many/much → more → most
little → less → least
② Usages
Comparatives
Ⅰ. "Comparative + than" introduces the second part of the comparison.
Ⅱ. Add a little, much, even before comparatives to show degree.
Ⅲ. Which / Who is + adjective comparative, A or B
Ⅳ. Comparative + and + comparative: More and more...
Ⅴ. The + comparative, the + comparative...: The more..., the more...
Ⅵ. "The + comparative + of the two..." means "the more... of the two".
Superlatives
Ⅰ. "The + superlative (+ noun) + comparison range" means "the most... in a certain range".
of/among → followed by people or things indicating a range; in → followed by nouns or prepositional phrases indicating a range.
Ⅱ. Possessive adjectives / noun possessives + superlative: "The most... of someone or something".
Ⅲ. The + ordinal number + superlative: The...th most...
Ⅳ. One of the + adjective superlative + plural countable nouns: One of the most...
Ⅴ. Which/Who is the + adjective superlative, A, B or C
Design Intention: Systematic explanation of grammar rules helps students establish a clear knowledge framework. Classifying formation rules and usages (comparatives and superlatives) enables students to understand and memorize grammar points more logically, laying a solid foundation for accurate language use.
Assessment & Feedback
(Note: Original plan lacks specific assessment activities; focus is on reflection here.)
Post-teaching Reflection:
The grammar in this unit is very important. Although students have been exposed to it to some extent, they still lack a clear framework. Therefore, it is necessary to explain to students by combining exercises and knowledge points—only in this way can students form a deep impression. In this class, the combination of exercises and explanations was effective, but more diverse exercise types could be used to cater to different learning styles, and more time could be spent guiding students to summarize rules independently to enhance their learning ability.
新牛津译林版八年级上册英语Lesson Plan 5: Integrated Skills教学设计
Core Competency Objectives:
- Language Ability: Students can understand and use vocabulary related to making friends, master key sentence patterns, and improve listening, speaking, reading, and writing skills.
- Cultural Awareness: Students understand how to make and maintain friendships in daily life from a cross-cultural perspective.
- Thinking Quality: Students can analyze listening and reading materials, express views on friendship logically, and solve problems related to making friends.
- Learning Ability: Students develop integrated language skills and the ability to learn independently and collaboratively in diverse activities.
Key Points & Difficulties:
Master key vocabulary and sentence patterns related to friendship.
Teaching Design
Situational Lead-in
Step 1: Lead-in
1. Ask students: "What do you think makes a true friend " and write their answers on the blackboard.
2. Show students some pictures of famous friendships.
Design Intention: Asking about students' views on true friends and showing pictures of famous friendships stimulates students' thinking and interest, activates friendship-related vocabulary, and creates a context for integrated skills practice.
Knowledge Exploration
Step 2: Reading
1. Prediction
2. Fast reading
Let students quickly read the fable in section A and answer two questions:
Q1: What happened when the two friends met the bear
Q2: What is the moral of the story
3. Deep discussion:
If you were the friend in the tree, what would you do
Design Intention: Prediction and fast reading train students' reading strategies. Answering questions and deep discussion help students understand the fable's content and moral, and develop their critical thinking and ability to express opinions.
Step 3: Listening
1. Pre-listening
Discuss with students How can you make friends in daily life
Write down their ideas on the blackboard.
2. While-listening
(1) First listening: Play the recording in section B.
Students listen and tick the advice mentioned.
(2) Second listening: Play the recording again. Students listen and fill in the blanks. Check the answers together.
(3) Explain and learn some key language points:
join a club, nod from time to time
Design Intention: Pre-listening discussion activates background knowledge. While-listening activities (tickling, filling in blanks) train students' listening skills. Explaining key language points helps students master vocabulary and phrases for talking about making friends, improving their listening comprehension and language accumulation.
Step 4: Speaking
1. Ask students: "How many friends do you have "
2. Ask students to listen to the conversation in Part C and answer the following questions:
Which do Kitty and Simon think is better, having lots of friends or just a few And why
3. Ask students to read the conversation after the recording.
Design Intention: Asking about the number of friends and discussing the conversation content provides topics for speaking practice. Reading after the recording helps students imitate pronunciation and intonation, improving their speaking and listening skills.
Assessment & Feedback
Step 5: Summary
Guide students to summarize what they've learnt.
Design Intention: Summarizing helps students consolidate key vocabulary, sentence patterns, and skills learned in class, and develop their ability to generalize and organize knowledge.
Step 6: Homework
(Optional: Write a short passage about how to make friends.)
Design Intention: Homework extends integrated skills practice to after-class, allowing students to consolidate what they've learned independently.
Post-teaching Reflection:
Integrated skills classes require relatively high levels from students. Therefore, patience is needed when explaining this lesson to train students' listening, speaking, reading, and writing abilities. In this class, the explanation was clear, but more opportunities could be provided for students with lower language proficiency to participate to ensure all students benefit from the integrated skills practice.
新牛津译林版八年级上册英语Lesson Plan 6: Welcome to the Unit (Introduction Class)教学设计
Core Literacy Objectives
- Linguistic Competence: Students can accurately use vocabulary and comparative structures to describe people's appearances, personalities and qualities, and apply them in writing.
- Cultural Awareness: Students can appreciate the importance of friendship and learn to introduce friends appropriately in cross-cultural communication.
- Thinking Quality: Students can develop logical thinking and critical thinking through analyzing model texts and evaluating writings.
- Learning Ability: Students can improve autonomous learning and cooperative learning skills in the process of reading, writing and peer evaluation.
Key Points and Difficulties
- Key Points: The use of vocabulary describing appearances and qualities, and comparative structures; The writing structure of articles about introducing friends.
- Difficulties: How to logically organize ideas and use accurate language to write a coherent article about friends.
Teaching Design
Situational Lead-in
Step 1: Free talk
- Questions: Which friend of yours makes you feel warm What's special about the friend
- Think and share: Introduce your best friend to classmates according to the questions.
Design Intention: This part aims to arouse students' interest in the topic of "friends" and activate their prior knowledge. By talking about their own friends, students can get prepared for the following writing task and build confidence.
New Knowledge Exploration
Step 2: Language Focus
1. Read for the structure
- Students read the presented model text about "my friend" quickly.
Design Intention: Through fast reading, students can get a general idea of the structure of the model text, which helps them understand how to organize content when writing about friends.
2. Read and answer
- Students find answers in the text to the teacher's questions.
Design Intention: This activity guides students to read carefully and extract key information from the text, enhancing their reading comprehension and preparing them for analyzing writing skills.
3. Writing skills analysis
- Students analyze and summarize writing skills from the model text.
Design Intention: By analyzing the model text, students can learn effective writing strategies and lay a foundation for their own writing.
4. Language focus explanation
- The teacher explains key vocabulary and comparative structures.
Design Intention: Clear explanation of language points helps students master the necessary linguistic knowledge for writing accurately.
5. Practice exercises
- Students complete exercises related to the explained language points to consolidate their understanding.
Design Intention: Doing exercises provides students with opportunities to practice and reinforce the language points they have just learned, ensuring they can use them correctly in writing.
6. Independent writing
- Students write an article about their own friends independently following the sorted writing points guided by the teacher.
Design Intention: Independent writing allows students to apply what they have learned to create their own articles, developing their writing ability.
7. Teacher's guidance during writing
- Students continue writing when encountering difficulties and accept the teacher's guidance as the teacher walks around the classroom.
Design Intention: Timely guidance from the teacher can help students solve problems in writing, ensuring the smooth progress of their writing and improving the quality of their work.
8. Appreciating selected works
- Students view several selected works displayed by the teacher.
Design Intention: Appreciating excellent works can help students learn from others' strengths, broaden their thinking and improve their aesthetic ability in writing.
9. Joint evaluation
- Students participate in the joint evaluation of the displayed works with the teacher.
Design Intention: Joint evaluation encourages students to think critically and express their opinions, enhancing their evaluation ability and deepening their understanding of good writing.
Step 3: Summary
- Questions: What have we learned today How to introduce a friend in English
Design Intention: Summarizing helps students review the key points of the lesson and clarify the steps and methods of introducing a friend in English, strengthening their memory and understanding.
Step 4: Homework
1. Base task: Rewrite your composition with correct grammar and neat handwriting.
2. Practice task: Write 3-5 sentences to compare your friend and you using comparative forms.
Design Intention: The base task helps students polish their writing, while the practice task provides extra practice on comparative structures, reinforcing what they have learned in class.
Teaching Reflection
This writing lesson focused on guiding students to write articles about introducing friends. Most students could follow the model text and use the learned vocabulary and structures to complete their writings. However, some students still had difficulties in organizing their ideas logically and using accurate language. In future lessons, more targeted guidance should be provided for these students, and more opportunities for peer interaction and practice should be arranged to improve their writing skills. Also, it's important to select more diverse model texts to meet the needs of different students.

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