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译林版（2024）八年级上册英语Unit 1 Friendship教学设计
单元整体教学设计
单元主题
本单元主题为“Friendship”（友谊），属于“人与社会”范畴，涉及“社会服务与人际沟通”主题群，聚焦“人际交往与友谊”子主题。
单元内容分析
本单元围绕“友谊”这一主题展开，由七个板块组成。单元首页明确四项学习目标：阅读关于青少年挚友的文章、了解何为好朋友、描述自己的挚友、更好地理解朋友的重要性。
Welcome to the unit板块由两部分构成。Part A为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。Part B为Mr Wu与学生的课堂对话，运用What do you think makes good friends 、I think good friends should be...等句型，示范如何就“好朋友应具备的品质”这一话题发表观点。该板块作为单元开篇，激活友谊相关话题与品质词汇，为后续深入学习奠定基础。
Reading板块为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——一个身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，能在朋友情绪低落时给予安慰。第二篇描述Max——班级最高的男孩，戴小圆眼镜，拥有great sense of humour、energetic、cheerful，能鼓励朋友面对困难不放弃。两篇文章均采用“外貌→品质→具体事例→总结”的结构，使用一般现在时描述人物特征，穿插比较级（longer than mine、the tallest boy）和具体事例支撑品质描写，是典型的人物介绍类短文。语篇后附有信息填空、细节问答和词汇对话巩固等任务，帮助学生梳理人物信息和品质词汇，积累人物描写表达。本板块分两课时教学，第一课时侧重语篇输入、信息梳理与词汇感知，第二课时侧重语言内化、语篇分析与表达输出。
Grammar板块围绕“比较级和最高级形容词”展开，通过Betty、Max等人物对比以及Daniel对同学的笔记，呈现形容词比较级和最高级的形式变化规则（规则变化：+er/est、more/most；不规则变化：good/well→better→best、bad/badly→worse→worst）及用法。
Word Power呈现后缀-ful和-less的构词法（careful/careless、hopeful/hopeless、useful/useless等），通过表格填空和语篇填空帮助学生掌握这两个后缀的含义和用法。两个语法项目均配有分层练习，并融入人物描述和友谊话题语境。
Integration板块整合多项技能，分为两课时教学：第一课时聚焦Integration A-C，包含阅读（伊索寓言“两个朋友和熊”的故事）、听力（Simon和Millie关于交友建议的对话、Mr Wu关于如何与朋友相处的讲话）和口语（Simon与Kitty讨论“朋友越多越好还是有几个知心好友更好”），侧重听说读技能整合与友谊话题的深入探讨；第二课时聚焦Integration D，专项开展写作教学，围绕“我的挚友”主题，借助问卷调查、范文和写作指导，引导学生完成短文写作，实现知识的综合输出。
Assessment板块为学生自我评价，包含四个维度的自评条目——了解好朋友应具备的品质、正确使用比较级和最高级及后缀-ful/-less、用单元词汇谈论和写作挚友、理解友谊的重要性和如何与朋友相处。Further study推荐学生寻找关于朋友和友谊的歌曲、诗歌、短故事或电影（如“With a Little Help from My Friends”），与同学分享。
七个板块从品质认知到人物描写，从语法知识到综合产出，再到建议信写作，构成“认知友谊品质→描述人物特征→内化比较结构→整合听说技能→独立写作产出→拓展人文思考”的完整学习链。
体现单元核心素养综合表现的重点语言表达如下。
【描述人物外貌】
slim, big bright eyes, ponytail, tall, small round glasses
She is a slim girl with big bright eyes.
He is the tallest boy in our class.
【描述人物品质】
kind, helpful, honest, cheerful, humorous, caring, trustworthy, energetic, patient, thoughtful
have a great sense of humour, be ready to help, be always there for sb.
【描述具体行为】
give up one‘s seat on the bus, help with schoolwork, listen carefully, cheer sb. up
tell jokes, make sb. laugh, encourage sb. to keep trying, never feel bored
【表达对友谊的看法】
I think good friends should be kind and caring.
They support you when you are unhappy.
They don’t lie to you, so you can trust them.
Good friends help you become a better person.
A true friend should not leave you in times of danger.
【比较人物特征】
longer than, taller than, more interesting than, the tallest, the most helpful
Betty‘s hair is longer than mine.
Max is the tallest boy in our class.
单元教学目标
教学目标 对应板块/课时
本单元学习后，学生能够： 1. 识记和掌握描述朋友品质和外貌的词汇和语言表达，谈论好朋友应具备的品质，初步理解友谊对个人成长的重要性。 Welcome to the unit 图片、对话
阅读描述Betty和Max两位挚友的短文，获取和梳理人物外貌、品质和具体事例等信息，了解如何通过具体事例支撑品质描写，深入理解友谊的内涵。 Reading 音频、图片、短文、对话
深入理解形容词比较级和最高级的形式特征与使用规则，掌握后缀-ful和-less的构词法，在描述和比较人物特征的语境中内化其用法，准确使用所学语法知识介绍朋友和人物。 Grammar & Word Power 表格、短文、自主写作
读、听关于交友建议、与朋友相处之道的材料，了解寓言故事“两个朋友和熊”的寓意，思考并表达对“朋友数量”和“友谊真谛”的看法，尊重和理解不同观点。 Integration A-C 音频、短文、对话
综合运用话题词汇、比较级和最高级、语篇结构知识与表达，撰写一篇介绍自己挚友的短文，增强对友谊的珍视和对朋友的感恩之情。 Integration D 日记
板块教学设计
Welcome to the unit
语篇研读
主题和内容： 本课语篇由两部分组成，均属于“人与社会”范畴下“社会服务与人际沟通”主题群，涉及“人际交往”子主题。Part A为五项品质词汇（helpful、honest、cheerful、humorous、caring）与对应释义的匹配活动，直观呈现好朋友应具备的核心品质。Part B为Mr Wu与Class 1, Grade 8学生关于“什么品质造就好朋友”的课堂对话，Millie、Simon、Amy、Daniel分别表达了对朋友品质的看法，如kind and caring、honest、interesting、help you become a better person等，自然引出“友谊品质”的核心话题。
意义和价值： 通过品质匹配和课堂对话，帮助学生直观认知好朋友应具备的品质，掌握描述人物品质的核心词汇和观点表达句型，引导学生初步反思“什么样的朋友是好朋友”以及“自己作为朋友具备哪些品质”。对话贴近学生校园生活，易于理解和模仿，为后续深入阅读人物描写文本奠定话题和语言基础。
方式和方法： Part A采用“词汇+释义”匹配形式，语言简洁明了，聚焦核心品质词汇。Part B为非正式课堂讨论语体，对话节奏自然，逻辑清晰，核心逻辑为“提出问题→发表观点→补充观点→总结”，通过I think...、They should be...、That‘s important.、I agree.等表达，示范观点表达和回应的交际策略。Part A和Part B相互配合，既激活品质词汇，又提供口语表达支架，实现“话题导入→词汇积累→口语示范”的衔接。
教学设计
Period 1: Welcome to the unit Topic: What makes good friends
Learning objectives By the end of this period, students will be able to: Identify and use key vocabulary about friendship qualities (helpful, honest, cheerful, humorous, caring, etc.), match qualities with explanations, and understand what qualities make a good friend. Use I think good friends should be... and other sentence patterns to express opinions about what qualities are important in good friends, and imitate the dialogue to discuss friendship. Realize the importance of friendship and develop the awareness of self-reflection on one‘s own qualities as a friend.
Teaching focus Mastering key vocabulary about friendship qualities and understanding their meanings in context. Using “I think good friends should be...” and other expressions to give opinions on friendship.
Teaching difficulty Using the target expressions naturally to express personal opinions about friendship qualities. Developing the awareness of self-reflection on one‘s own qualities as a friend.
Teaching procedures Revision
Lead-in Activity 1: Thinking about friendship. The teacher asks: “Do you have a good friend What makes him/her special to you ” Students discuss in pairs and share their ideas. The teacher writes some key words on the board and asks: “What qualities do you think a good friend should have ”
设计意图：通过贴近学生生活的问题引发思考，激活已有认知，自然引入“友谊品质”话题，激发学习兴趣。 效果评价：观察学生能否主动分享自己的朋友和想法，能否说出一些描述朋友品质的词汇。
Presentation Activity 2: Part A — Match and learn. Students look at the qualities in Part A, match them with the explanations, and read the phrases aloud. The teacher helps students pronounce difficult words (e.g., humorous, caring) and explains the meaning of each quality. Then, ask students to make sentences with each quality, e.g., “A helpful person is always ready to help others.”
设计意图：在语境中呈现核心品质词汇，通过匹配和造句强化理解，扫清语言障碍。
效果评价：观察学生能否精准匹配品质与释义，能否正确朗读词汇并用简单句子解释其含义。 Activity 3: Listen and understand. Students listen to the Part B dialogue between Mr Wu and the students twice. First time: get the general idea of the dialogue. Second time: answer the following questions: 1. What qualities does Millie think good friends should have 2. What does Simon think about honesty 3. Why does Amy think good friends should be interesting Students check answers in pairs, then the teacher checks with the whole class. 设计意图：通过听力任务获取对话信息，初步感知I think...、They should be...等表达方式，理解对话核心内容。
效果评价：观察学生能否准确回答问题，能否捕捉对话中不同人物的观点。 Activity 4: Focus on expressing opinions. The teacher writes key sentence patterns from the dialogue on the board: ① I think good friends should be kind and caring. ② They should also be honest. ③ That‘s very important. ④ I agree. ① Ask students to observe the sentences and summarize how to give opinions and respond in discussions. ② Students practice giving their own opinions about qualities, using the sentence patterns, e.g., “I think good friends should be humorous.” “That’s true. They make us laugh.”
设计意图：从对话中提炼观点表达和回应句型，引导学生自主总结用法，通过操练巩固，实现从感知到理解的过渡。
效果评价：观察学生能否自主总结句型用法，能否正确运用I think...和回应表达。 Prepare word cards for key qualities and stick them on the blackboard while students match them with explanations, which helps students visualize and memorize vocabulary better. For weak students, provide additional example sentences for each quality (e.g., “She always helps others → helpful”). Add a simple list of useful expressions on the blackboard for agreeing and adding opinions (e.g., I agree. / That’s true. / You‘re right. / What’s more...), helping students engage more naturally in the discussion.
Practice Activity 5: Role-play the dialogue. Students work in groups to role-play the Part B dialogue. The teacher encourages students to add their own opinions (e.g., “I think good friends should be hard-working”). After practicing, 2-3 groups present their dialogue to the class.
设计意图：通过角色扮演，模仿对话语境，内化目标表达，提升口语表达能力。
效果评价：观察学生能否流畅扮演角色，能否主动添加个性化观点。
Production Activity 6: Share your reasons. Students work individually to write 3-4 sentences about what qualities they think are important in a good friend, using I think... and should be... They also write 1-2 sentences about what qualities they have as a friend. Then, they share with a partner.
设计意图：结合自身实际，实现目标语言的个性化产出，强化自我反思意识，衔接单元主题。
效果评价：观察学生能否写出规范、合理的观点句，能否进行简单的自我反思。 Provide a simple sentence frame: “I think I am ______ because I ______.” for students who struggle to self-evaluate, helping them complete the reflection task more confidently.
Summary T: “Today we learned many words about friendship qualities and how to express our opinions about what makes a good friend. What do you think is the most important quality in a friend ” Guide students to conclude: Good friends support us, cheer us up, and help us become better people.
设计意图：回顾本课重点，升华主题，强化学生对友谊价值的理解。
效果评价：观察学生能否总结本课核心内容，能否表达对友谊品质的理解。
Homework ① Read aloud and imitate the Part B dialogue 3 times. ② Write 5 sentences about what qualities a good friend should have, using I think... and should be... Share your ideas with your family.
Blackboard design Unit 1 Friendship (Welcome to the Unit) Qualities of a good friend: Expressing opinions: helpful — ready to help others I think good friends should be... honest — tell the truth, don‘t lie They should also... cheerful — feel happy and show it That’s important. / I agree. / That‘s true. humorous — good at telling jokes caring — kind and care about you
教学反思
部分学生对抽象品质词汇理解不够深入，口语表达缺乏个性化发挥，自我反思层次较浅。后续将加强词汇在具体语境中的运用，优化口语活动支架，结合学生真实友谊案例深化品质认知，推动友谊意识转化为实际行动。
Reading
语篇研读
主题和内容： 本课语篇为Teenagers杂志征集的两篇学生习作，分别介绍Betty和Max两位挚友。第一篇描述Betty——身材苗条、大眼睛、扎马尾辫的女孩，品质为kind、helpful、trustworthy，具体事例包括在公交车上让座、帮助同学学习、倾听朋友烦恼并给予安慰。第二篇描述Max——班级最高的男孩（近1.8米），戴小圆眼镜，品质为great sense of humour、energetic、cheerful，具体事例包括讲笑话逗朋友开心、积极参加运动和俱乐部活动、鼓励朋友面对困难不放弃。两篇文章均为人物介绍类短文，使用一般现在时描述人物特征，穿插比较级和具体事例支撑品质描写。
意义和价值： 作为Reading板块的第一课时，核心目标是实现语篇输入与信息梳理，帮助学生初步感知如何通过“外貌描写→品质概括→具体事例”的结构介绍人物，积累描述人物外貌和品质的相关词汇（如slim、ponytail、trustworthy、sense of humour、energetic等），掌握略读、扫读等阅读技巧；同时激发学生对友谊价值的思考，初步建立“好朋友帮助我成为更好的人”的情感认同。
方式和方法： 两篇文章均采用“外貌→品质→具体事例→总结”的结构。语言上以简单句、并列句为主，穿插少量复合句（如when I am feeling down），符合八年级学生的阅读水平。两篇短文相互呼应，共同呈现“何为好朋友”的主题，便于学生在对比中归纳人物描写的共同模式。
教学设计【Reading(1)】
Period 2: Reading (1) Topic: My best friend
Learning objectives By the end of this period, students will be able to: Master key vocabulary about appearance and qualities (slim, ponytail, trustworthy, sense of humour, energetic, cheerful, etc.) and understand their meanings in context. Use skimming and scanning skills to get the general idea of the two articles and extract key information about Betty's and Max's appearance, qualities, and specific examples. Understand what qualities make a good friend and initially establish the awareness of valuing friendship.
Teaching focus Mastering key vocabulary related to appearance and qualities and understanding their usage in context. Using skimming and scanning skills to sort out the structure of the articles and extract key information about the two friends.
Teaching difficulty Accurately extracting key information from the two articles and distinguishing appearance, qualities, and supporting paring the two articles and finding the common structure of character description.
Teaching procedures Revision
Lead-in Activity 1: Talking about best friends. The teacher asks: “Who is your best friend What does he or she look like What qualities does he or she have ” Students discuss in pairs and share their experiences. The teacher then presents the title “My best friend” and asks: “What do you think these articles will talk about ”
设计意图： 结合学生生活经验，引出“挚友”话题，激活外貌和品质相关词汇，激发阅读兴趣，引导学生预测语篇内容。
效果评价： 观察学生能否主动分享自身经历，能否说出一些描述外貌和品质的词汇。 If students have limited vocabulary when sharing, the teacher can prepare a simple word bank on the board (tall, short, kind, funny, helpful, etc.) for their reference.
Pre-reading Activity 2: New words learning. The teacher presents key words (slim, ponytail, trustworthy, humorous, energetic, cheerful, sense of humour, etc.) through pictures and simple sentences, e.g., “She wears her hair in a ponytail.” “He has a great sense of humour.” Students read and memorize the words, and practise simple collocations.
设计意图： 提前学习核心词汇，降低阅读难度，帮助学生在语境中理解词汇含义，为语篇阅读扫清障碍。
效果评价： 观察学生能否正确朗读和记忆词汇，能否理解词汇在简单句子中的含义。 If students have difficulty understanding abstract words like “trustworthy” and “sense of humour,” the teacher can supplement with specific contextual examples (e.g., “A trustworthy person never tells lies.”) to help them grasp the meanings through context.
While-reading
Activity 3: Skim for gist. Students skim the two articles quickly (3 minutes) and answer two questions: 1. Who are the two best friends introduced in the articles 2. What qualities do they have (Key: 1. Betty and Max. 2. Betty is kind, helpful, and trustworthy; Max has a great sense of humour, is energetic and cheerful.) 设计意图： 训练学生略读技巧，帮助学生快速把握两篇文章的主旨，建立对语篇的整体认知。
效果评价： 观察学生能否在规定时间内完成略读任务，能否准确提炼两篇文章的主旨。 Activity 4: Scan for details. Students scan the articles carefully and complete the profile table in the textbook (Looks and Qualities for Betty and Max). They check answers in pairs, then the teacher checks with the whole class.
设计意图： 训练学生扫读技巧，引导学生梳理人物信息，巩固对语篇内容的理解，培养信息提取和整合能力。
效果评价： 观察学生能否准确填写信息表，能否快速定位语篇中的细节信息。 Activity 5: Read for deeper understanding. Students read the articles again and answer the detailed questions in the textbook: 1. In what ways is Betty kind and helpful 2. What does Betty do if her friend is feeling down 3. Why do Max's friends never feel bored with him around 4. How do you know Max is energetic 5. What quality do Betty and Max have in common Students discuss in pairs, then the teacher checks answers and guides them to understand key sentences.
设计意图： 通过细节问答引导学生深入理解语篇内容，感知“品质+事例”的描写手法，培养深度阅读理解能力。
效果评价： 观察学生能否准确回答问题，能否从文中找到支撑性信息。 Activity 6: Reading aloud — feeling the language (4 mins) Students read the last paragraph aloud, focusing on pauses and stress. The teacher demonstrates: "The city's pioneering spirit, / together with the hard work and creativity of its citizens, / is certainly the key to Shenzhen's success." Then students underline all present perfect tense verbs in Paragraph 1 and read them aloud. 设计意图：通过朗读训练语音语调和节奏感，感知现在完成时的使用情境。 效果评价：观察学生朗读的流畅度和能否准确识别现在完成时的句子。 If some students cannot finish skimming within 3 minutes, the teacher can extend the time to 4 minutes and remind them to “only read the first and last sentences of each paragraph to get the main idea.”
Post-reading Activity 6:Vocabulary and sentence drilling. ① Students complete the word forms in the dialogue between Millie and Simon (textbook exercise) — filling in the blanks with bored, cheerful, energetic, encourage, laugh, sense of humour, trustworthy, understand. They check answers in pairs. ② Students practise the dialogue in pairs and then role-play it in front of the class.
设计意图： 在对话语境中巩固核心词汇的运用，通过角色朗读将词汇学习转化为口语表达。
效果评价： 观察学生填空正确率和对话表演的流畅度。 Activity 7: Comparing Betty and Max. The teacher guides students to compare the two friends: “What do Betty and Max have in common What is different about them ” Students work in pairs to find at least two similarities and two differences. They share their findings with the class.
设计意图： 引导学生在对比中深化对两篇文章的理解，培养比较、分析和归纳的思维能力。
效果评价： 观察学生能否找出合理的异同点，能否用完整的句子进行表达。
Summary The teacher leads students to review: the two friends introduced, their appearance, qualities, and examples. The teacher emphasizes the common structure: appearance → qualities → examples → summary.
设计意图： 回顾本课重点，强化学习收获，帮助学生梳理知识框架，衔接下一课时内容。
效果评价： 观察学生能否主动回顾核心内容，能否初步感知人物描写的语篇结构。
Homework ① Read the two articles aloud 3 times and copy the key words and key sentences. ② Write down the similarities and differences between Betty and Max in 3-4 sentences.
Blackboard design Unit 1 Friendship (Reading Period 1) Betty: Appearance — slim, big bright eyes, ponytail
Qualities — kind, helpful, trustworthy
Examples — gives up her seat, helps with schoolwork, listens carefully Max: Appearance — tallest, 1.8m, small round glasses
Qualities — great sense of humour, energetic, cheerful
Examples — tells jokes, does sports, encourages me to keep trying Structure: Appearance → Qualities → Examples → Summary
教学反思【Reading (1)】
部分基础薄弱学生对长篇语篇的扫读速度较慢，对“品质+事例”的逻辑关系理解不够透彻。后续将加强长句拆解指导，增加“品质—事例”配对练习。
教学设计【Reading (2)】
Period 3: Reading (2) Topic: My best friend
Learning objectives By the end of this period, students will be able to: Analyse the structure of the two articles (appearance → qualities → examples → summary) and identify the writing technique of using specific examples to support quality descriptions. Use key words and sentence patterns to describe a friend's appearance, qualities and specific examples, applying the writing techniques learned. Deeply understand the meaning of friendship and develop the ability to express one's own understanding of what makes a good friend.
Teaching focus Sorting out the structure of the two articles and understanding the writing technique of “quality + example”. Using key words and sentence patterns to describe a friend's qualities and examples.
Teaching difficulty Flexibly using the learned language to describe a friend and avoiding mechanical repetition of the text. Understanding the common structure of character description and applying it to one's own writing.
Teaching procedures Revision
Lead-in Activity 1: Quick review and sharing. The teacher asks quick questions: “What does Betty look like What qualities does she have What does Max look like What qualities does he have ” Students respond. The teacher then asks: “What do Betty and Max have in common ” Students share their homework findings.
设计意图： 回顾上节课重点，巩固已学知识，通过分享作业自然引出本节课对语篇结构和写作手法的深入分析。
效果评价： 观察学生能否快速回忆关键信息，能否说出Betty和Max的共同点。
Presentation Activity 2: Analysing the structure of the articles. Students read the two articles again and answer in pairs: 1. How does each article begin (Appearance description.) 2. How does the writer support each quality (By giving specific examples.) 3. How does each article end (A summary sentence about the friend.) The teacher guides students to identify the common structure: Appearance → Qualities → Examples → Summary.
设计意图： 引导学生在对比中发现两篇文章的共同结构，培养归纳总结能力，为写作提供结构模板。
效果评价： 观察学生能否准确识别两篇文章的共同结构，能否说出各部分的功能。
Activity 3: Analysing the writing technique. The teacher guides students to find specific examples that support each quality, e.g., “kind and helpful” → “gives up her seat on the bus” and “helps us with our schoolwork”; “trustworthy” → “listens to me carefully and understands me quite well.” Students discuss: Why does the writer give examples (To make the description more vivid and convincing.)
设计意图： 引导学生深入分析“品质+事例”的写作手法，理解具体事例在人物描写中的重要作用。
效果评价： 观察学生能否准确匹配品质与事例，能否理解事例的作用。 If students have difficulty identifying the structure, the teacher can display the corresponding paragraphs of the two articles side by side and guide them to compare paragraph by paragraph to find the pattern.
Practice Activity 4: Sentence expansion. Students expand sentences using the key words and writing techniques, e.g., “My friend is kind. → My friend is kind and caring. She always helps me when I have problems.” The teacher encourages students to add their own examples. 设计意图： 通过句子拓展强化词汇句型的运用，引导学生模仿“品质+事例”的描写手法，实现语言的内化。
效果评价： 观察学生能否灵活运用词汇和句型，能否模仿写作手法进行句子拓展。 Activity 5: Pair work — describe a friend. Students work in pairs to describe their best friend. They should include appearance, at least two qualities, and specific examples for each quality. The teacher provides a speaking frame: “My best friend is ______. He/She has ______. He/She is a ______ person. For example, ______.” Each pair shares their description with the class.
设计意图： 引导学生运用所学语言和结构描述自己的朋友，实现从阅读输入到口语输出的迁移，深化对友谊品质的理解。
效果评价： 观察学生能否运用“品质+事例”的结构描述朋友，语言表达是否流畅。 If students lack ideas for expanding sentences, the teacher can first provide two model expansions, then give keyword prompts (e.g., helpful → helps me with homework) to lower the difficulty.
Production Activity 6: Write about your best friend. Students work individually to write a short paragraph (5-6 sentences) about their best friend, using the structure learned: appearance → qualities → examples → summary. They exchange with a partner and give feedback. The teacher invites several students to share their writing with the class.
设计意图： 实现语言的个性化输出，检验学生的语言内化效果，提升写作能力，为后续单元写作任务奠定基础。
效果评价： 观察学生能否按照“外貌→品质→事例→总结”的结构进行写作，能否正确使用所学词汇和句型。 If some students‘ writing lacks clear structure, the teacher can provide structural keywords (First, Second, Also, In short) as organizational scaffolds to help them organize their logic.
Summary The teacher leads students to review the common structure and writing technique. The teacher emphasizes: “Good friends support us, cheer us up, and help us become better people.”
设计意图： 回顾本课重点，整合两课时内容，强化学习收获，升华友谊的主题。
效果评价： 观察学生能否全面回顾核心内容，能否深入理解友谊的价值。
Homework ① Read the two articles aloud 2 times and retell the information about Betty and Max in your own words. ② Revise your paragraph about your best friend based on peer feedback and write a clean copy.
Blackboard design Unit 1 Friendship (Reading Period 2) Common Structure: Appearance → Qualities → Examples → Summary Writing Technique: Quality + Specific Example Example: kind and helpful → gives up her seat, helps with schoolwork
trustworthy → listens carefully, understands well Key Sentence Patterns:
He/She is a ______ person with ______.
He/She is always ready to ______.
For example, ______.
I believe we will be best friends for life.
教学反思【Reading (2)】
本课时聚焦语言内化与输出运用，通过结构分析、句型拓展、口语描述和写作产出等活动，学生基本能掌握“外貌→品质→事例→总结”的人物描写结构，能运用“品质+事例”的写作手法描述自己的朋友。口语描述和短篇写作有效检验了语言内化效果。后续将增加“品质—事例”配对的口头训练，为写作提供更多支架。
Grammar & Word Power
语篇研读
主题和内容： Grammar板块围绕“形容词比较级和最高级”展开，通过Betty与Max的人物对比例句（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.）呈现比较级和最高级的基本用法。教材系统呈现了规则变化（单音节和部分双音节形容词加-er/-est、以-e结尾加-r/-st、以“辅音+y”结尾变y为i加-er/-est、重读闭音节双写末尾辅音加-er/-est、多音节形容词加more/most）和不规则变化（good/well→better→best, bad/badly→worse→worst），并通过Daniel对同学的笔记（身高、体重、画画成绩、游泳成绩、立定跳远等）设计了填空练习。Word Power部分呈现后缀-ful（意为“充满”）和-less（意为“没有”）的构词法，通过careful/careless、hopeful/hopeless、useful/useless等例词和语篇填空帮助学生掌握这两个后缀的含义和用法。
意义和价值： 编者通过“人物比较”这一与单元主题紧密相关的语境，帮助学生在有意义的语境中感知和理解形容词比较级和最高级的形式变化与使用规则，为描述和比较人物特征提供语法工具。后缀-ful和-less的构词法学习帮助学生扩展词汇量，增强词汇理解和运用能力。两个语法项目均融入友谊话题语境，使语法学习服务于主题表达。
方式和方法：Grammar部分以人物对比例句为导入，通过规则归纳表格系统呈现比较级和最高级的变化规则，练习部分从表格填空到句子填空，再到开放性人物描述，形成“感知→归纳→操练→运用”的语法学习路径。Word Power部分以例词展示和规则说明为导入，通过表格填空和语篇填空巩固后缀用法，最后引导学生收集更多词汇并描述与朋友相处的经历。
教学设计
Period 4: Grammar Topic: Comparative and superlative adjectives
Learning objectives By the end of this period, students will be able to: Discover and summarize the formation rules of comparative and superlative adjectives (regular and irregular forms) through sentence comparison and rule induction. Correctly use comparative and superlative adjectives in controlled and semi-controlled exercises, and use them to describe and compare people in oral and written communication. Understand the meanings of suffixes -ful and -less, and use them to form adjectives from nouns in context.
Teaching focus Guiding students to master the formation rules of comparative and superlative adjectives (both regular and irregular forms). Helping students correctly use comparative and superlative adjectives to describe and compare people. Enabling students to use suffixes -ful and -less to form adjectives and understand their meanings.
Teaching difficulty Enabling students to correctly form comparatives and superlatives of adjectives with two syllables (some use -er/-est, others use more/most). Helping students distinguish the meanings of -ful (full of) and -less (without) and use them correctly in context.
Teaching procedures Revision
Lead-in Activity 1: Recalling friends from Reading. The teacher asks: “In the Reading passage, we learned about Betty and Max. What do they look like What qualities do they have ” Students answer. The teacher writes two sentences on the board: “Betty‘s hair is longer than mine.” “Max is the tallest boy in our class.” The teacher asks: “What grammar structures are used here ” (Comparative and superlative.) The teacher says: “Today we will learn more about comparing people and things.”
设计意图： 用Reading课文中的句子激活已有的比较级和最高级知识，自然引出本课语法主题。
效果评价： 观察学生能否识别比较级和最高级结构，了解其已有知识储备。
Presentation Activity 2: Learning the formation rules of comparative and superlative adjectives. Students read the sentences and the rule boxes in Grammar A. The teacher guides them to complete the table with the correct comparative and superlative adjectives. The teacher explains the rules with examples: (1) Short adjectives (one or two syllables) — add -er/-est (long→longer→longest, small→smaller→smallest); (2) Adjectives ending with -e — add -r/-st (fine→finer→finest, nice→nicer→nicest); (3) Adjectives ending with “consonant + y” — change y to i and add -er/-est (heavy→heavier→heaviest, tidy→tidier→tidiest); (4) Adjectives ending with a stressed closed syllable — double the final consonant and add -er/-est (big→bigger→biggest, slim→slimmer→slimmest); (5) Long adjectives (three or more syllables) — use more/most (beautiful→more beautiful→most beautiful, interesting→more interesting→most interesting); (6) Two-syllable adjectives like clever, handsome, polite, simple, stupid can take either form; (7) Irregular forms — good/well→better→best, bad/badly→worse→worst. Students complete the table in the textbook and check answers in pairs.
设计意图： 通过规则归纳和表格填空，系统呈现形容词比较级和最高级的变化规则，帮助学生建立完整的知识体系。
效果评价： 观察学生能否准确完成表格填空，能否理解不同变化规则的适用条件。 Activity 3: Learning the suffixes -ful and -less. The teacher presents the suffixes and the examples in Word Power: careful/careless, hopeful/hopeless, useful/useless, colourful/colourless. The teacher explains: “-ful means ‘full of’, -less means ‘without’.” Students complete the table in pairs, adding -ful or -less to the given nouns (cheer, help, meaning, sleep, taste) and marking with X if the form does not exist. The teacher checks answers and clarifies any difficulties.
设计意图： 通过例词展示和表格填空，帮助学生掌握后缀-ful和-less的含义和用法，拓展词汇量。
效果评价： 观察学生能否正确添加后缀并理解新词的含义。 If students confuse the rules, the teacher can draw a simple decision tree on the board to help them choose the correct form based on syllable count and word ending.
Practice Activity 4: Controlled practice — completing Daniel‘s notes. Students complete the sentences in Part B of Grammar A individually — filling in the blanks about the six students’ height, weight, drawing grade, swimming time and standing long jump using the correct comparative and superlative forms. They check answers in pairs. The teacher checks with the whole class, focusing on form accuracy.
设计意图： 在人物数据对比语境中进行控制性练习，巩固比较级和最高级的形式和用法。
效果评价： 观察学生填空正确率，特别关注不规则变化和容易出错的形式。 Activity 5: Controlled practice — completing Daniel‘s diary entry. Students complete the diary entry in Word Power Part B — adding the correct suffix -ful or -less to the nouns in brackets (wonderful, cloudless, thoughtful, hopeless, useful, colourful, helpful). They check answers in pairs. The teacher invites individual students to read aloud their completed text.
设计意图： 在日记语境中巩固后缀-ful和-less的用法，培养在语篇中运用构词知识的能力。
效果评价： 观察学生能否根据语境选择正确的后缀，能否正确拼写新词。 If students make many errors in the fill-in-the-blank task, the teacher can display typical errors on the board and have the whole class analyse and correct them together. If students have difficulty choosing between -ful and -less, the teacher can remind them to think about the meaning of the sentence — does it express “full of” or “without”
Production (5 mins) Activity 6: Describing friends using comparative and superlative adjectives.Students work in pairs and complete Part C of Grammar A — describing their friends, including their looks and what they are good at, using comparative and superlative adjectives. They should include at least three comparative or superlative sentences. The teacher invites 2-3 pairs to share.
设计意图： 从控制性练习过渡到开放性的口语产出，引导学生在真实交际语境中运用比较级和最高级描述人物。
效果评价： 观察学生能否正确运用多种比较结构进行口头表达。 Activity 7: Describing an experience with a friend using -ful and -less words.Students complete Part C of Word Power — collecting more words with the suffix -ful or -less and trying to describe an experience they had with a friend using these words. They write 2-3 sentences and share with a partner.
设计意图： 将后缀构词知识迁移到真实的友谊话题表达中，实现从词汇学习到语用输出的过渡。
效果评价： 观察学生能否在语境中正确使用含-ful和-less的形容词。 If some students rely on a single structure, the teacher can remind them to use both comparative and superlative forms and provide sentence frames on the board.
Summary The teacher asks quick questions: “How do we form comparatives and superlatives of short adjectives What about long adjectives What are the irregular forms What does -ful mean What does -less mean ” Students answer quickly. The teacher confirms the key rules. 设计意图： 快速回顾本课核心规则，强化关键知识点。 效果评价： 观察学生能否简洁准确地说出核心规则。
Homework Complete any unfinished parts of the grammar exercises. Write 5 sentences comparing your best friend with another friend, using at least three different comparative or superlative adjectives. 3. Collect 5 more words with the suffix -ful or -less and write them down with their meanings.
Blackboard design Unit 1 Friendship — Grammar & Word Power Comparative & Superlative Adjectives:
Short adj. (1-2 syllables): +er / +est (long→longer→longest)
Ending with -e: +r / +st (nice→nicer→nicest)
Ending with consonant + y: y→i + er/est (heavy→heavier→heaviest)
Stressed closed syllable: double consonant + er/est (big→bigger→biggest)
Long adj. (3+ syllables): more / most (beautiful→more beautiful→most beautiful)
Irregular: good/well→better→best, bad/badly→worse→worst Suffixes -ful & -less:
-ful = full of (careful, hopeful, useful, colourful)
-less = without (careless, hopeless, useless, colourless)
教学反思
学生对单音节形容词加-er/-est的规则掌握较快，但容易出错的地方在于：多音节形容词用more/most、以“辅音+y”结尾变y为i、重读闭音节双写末尾辅音，以及不规则形式（good→better→best, bad→worse→worst）。在Activity 2中可加入“分类游戏”——让学生将形容词按变化规则分类，再搭配对应的比较结构。后缀-ful和-less的学习中，学生对词义的理解较顺利，但部分学生对拼写变化（如hope→hopeful/hopeless, care→careful/careless）仍需加强记忆。
Integration A-C
语篇研读
语篇A（“两个朋友和熊”）
主题和内容： 该语篇为伊索寓言故事“Two friends and the bear”。两个朋友在森林中行走时突然遇到一头熊，一人迅速爬上树自救，另一人无法爬树便躺在地上装死——因为他听说熊不会碰死人。熊走近后闻了闻他的头便离开了。树上的人下来后问：“熊跟你说了什么？”地上的人回答：“熊说，真正的朋友不应在危险时刻抛弃你。”故事采用叙事结构，包含背景、冲突、解决和寓意，使用一般过去时叙述。
意义和价值： 作者通过这个短小精悍的寓言故事，传递了“患难见真情”的深刻道理——真正的朋友不会在困难时刻抛弃对方。故事以动物为媒介，用幽默的方式（熊“说话”）引出严肃的友谊主题，既引人发笑又发人深省。阅读该故事有助于学生从反面案例（树上的朋友）和正面榜样（地上的朋友）两个角度理解友谊的真谛，为单元主题探究提供生动的素材。
方式和方法： 故事采用经典的寓言叙事模式——“背景设定→突发事件→人物反应→结局→点明寓意”。语言简洁，以简单句和并列句为主，穿插少量对话（“It looked like the bear said something to you.” → “Yes. It said...”），对话的插入增强了故事的戏剧性和代入感。动词以一般过去时为主（were walking, saw, climbed, tried, lay down, came, smelt），时态统一，便于学生理解叙事顺序。
语篇B1（关于交友建议的对话）
主题和内容： 该听力材料为Daniel、Simon和Millie关于“如何交朋友”的讨论对话。对话中三人分享了多条交友建议，包括加入俱乐部（meet people with the same interests）、主动与不认识的人交谈、对他人友善、微笑待人、请朋友帮忙介绍等。学生需要从多个建议中勾选出对话中提到的内容。
意义和价值： 编者通过同龄人对话的形式，呈现了具体、实用的交友策略，帮助学生理解“交朋友需要主动出击”的道理。对话贴近学生校园生活（加入社团、在学校食堂与人交谈等），易于引起共鸣和模仿，也为后续口语讨论（朋友越多越好还是有几个知心好友更重要）做了经验铺垫。
方式和方法： 对话为自然口语体，采用问答和观点交换的推进模式，信息密度适中。对话中嵌入了一些常用口语表达（“That‘s a great idea!” “I agree.” “What about... ”），示范了如何在讨论中表达同意、提出建议和补充观点。后附的选择题任务（从列表中勾选出提到的建议）训练学生识别关键信息的能力。
语篇B2（关于如何与朋友相处的讲话）
主题和内容： 该听力材料为Mr Wu对学生发表的一段关于“如何与朋友相处”的讲话。讲话内容涵盖多个维度：做一个好的倾听者（ask questions, use body language）、努力理解朋友（try to understand）、适时点头（nod from time to time）、做一个积极乐观的人（cheerful person）、分享趣事和笑话（share funny stories and jokes）、关注朋友的感受（notice and care about friends’ feelings）。
意义和价值： 如果说B1解决的是“如何交到朋友”的问题，那么B2解决的是“如何维系友谊”的问题——即交了朋友之后，如何让友谊持久。通过Mr Wu的讲话，学生能系统了解维系友谊的具体方法，理解“友谊需要经营”的道理，将友谊从感性认识上升到理性行动的层面。
方式和方法： 讲话为正式口语体，逻辑清晰、层次分明，分条给出建议。大量使用情态动词can和should来传达建议（“You can ask questions.” “You should nod from time to time.”），与学生已有知识（Unit 1 Welcome中的should用法）形成呼应。后附的笔记填空任务训练学生抓取关键词和要点的能力。
语篇B3（Daniel的文章——计划填空）
主题和内容： 该语篇为Daniel将B1和B2的信息整合成的一篇关于“交朋友和与朋友相处”的完整文章。文章分为两部分：第一部分聚焦“如何交朋友”——加入俱乐部（遇到志同道合的人）、在学校食堂与不认识的人交谈（需要勇敢）；第二部分聚焦“如何维系友谊”——做一个好的倾听者（问问题、使用肢体语言、努力理解朋友）、做一个积极乐观的人（分享趣事、关心朋友感受、在困难时互相鼓励）。
意义和价值： 本文将听力信息转化为书面语篇，实现了从输入到输出的过渡，为学生提供了“友谊”主题写作的完整结构范例——总起（友谊的重要性）→分述（交友方法+相处之道）→总结（友谊需要经营）。文章从“交朋友”到“维系友谊”的逻辑递进，体现了对友谊话题的完整思考。
方式和方法： 文章采用“总—分—总”结构。首句总起（A life without friends can be very lonely...），主体用One of the best ways...、Another way is...、Once you are friends...、Finally...等连接词分层展开，末句用呼吁式表达收束。大量使用祈使句和情态动词（need to, should）传达建议，语言介于口语和书面语之间，句式多样但结构清晰，是学生模仿写作的合适范例。
语篇C（关于“朋友数量”的讨论）
主题和内容： 该语篇为Simon和Kitty之间的一段对话，围绕“朋友越多越好还是有几个知心好友更好”展开讨论。Simon认为朋友越多越好——可以一起玩团队运动如足球、篮球。Kitty则认为有几个真正的好朋友更重要——可以更好地了解彼此、有更多时间和精力互相支持。两人各持己见，最后Simon说“Maybe you have a point.”表示部分认同对方的观点。
意义和价值： 该对话为学生提供了关于友谊话题的口语讨论范本，示范了如何在持有不同观点的情况下进行理性交流——陈述自己的观点、给出理由、倾听对方、表示部分认同。这不仅是语言的训练，更是思维品质和交际素养的培养。对话触及“朋友的质量与数量”这一值得深思的问题，有助于学生反思自己的交友观。
方式和方法： 对话采用“各抒己见→举例说明→回应对方”的结构。关键表达包括“I think the more friends you have, the better.”（观点陈述）、“But with just a few friends, you can...”（转折补充理由）、“Maybe you have a point.”（部分认同回应），是学生学习表达观点和回应他人的口语范例。对话节奏自然，适合模仿和角色扮演。
教学设计
Period 5: Integration A-C Topic: Making friends
Learning objectives By the end of this period, students will be able to: Read the fable “Two friends and the bear” to understand the story and its moral, and listen to conversations about making friends and getting along with friends to obtain key advice. Imitate the dialogue model to discuss and express opinions about friendship, using functional expressions to state views, give reasons, and respond to others. Understand the importance of true friendship and develop the awareness of being a reliable and supportive friend.
Teaching focus Training students‘ reading comprehension and listening strategies to obtain specific information from the fable and audio materials. Guiding students to express and exchange opinions about friendship using appropriate functional expressions.
Teaching difficulty Enabling students to extract the moral of the fable and connect it to their own understanding of friendship. Helping students state opinions clearly with reasons and respond appropriately to different viewpoints.
Teaching procedures Revision
Lead-in Activity 1: Friendship in danger — a quick think-pair-share. The teacher poses a question: “What would you do if you and your friend were in danger Would you stay and help, or run to save yourself ” Students think for 30 seconds, then share with a partner. The teacher does not judge the answers but says: “Let‘s read a story about two friends who faced danger — and see what we can learn from it.”
设计意图： 用道德两难问题引发学生对“危险中如何对待朋友”的思考，为寓言故事阅读建立情感连接。
效果评价： 观察学生能否参与思考并表达初步想法。
Reading Activity 2: Reading “Two friends and the bear” — storyboard ordering. Students read the story silently. The teacher then presents four picture-based plot cards (or sentence strips) in jumbled order: ① The two friends walked in the forest happily. ② One friend climbed a tree; the other lay on the ground. ③ The bear sniffed the friend on the ground and went away. ④ The bear said a true friend should not leave you in danger. Students work in pairs to put the cards in the correct order. The teacher checks answers and asks follow-up questions: “Which friend do you think was a true friend Which one was not Why ”
设计意图： 通过故事排序活动检测阅读理解，降低纯文字任务的枯燥感，引导学生聚焦关键情节和人物行为。
效果评价： 观察学生能否正确排序并用自己的话解释判断理由。 Activity 3: Digging deeper — the bear‘s “message.” The teacher asks: “The friend on the ground said the bear told him: ‘A true friend should not leave you in times of danger.’ Did the bear really say that Who actually said those words ” Students realize the friend on the ground said it himself — he used the bear’s voice to teach the other friend a lesson. The teacher then asks: “What do you think the friend on the ground really meant What lesson was he trying to teach ” Students discuss in pairs and share.
设计意图： 引导学生透过文字表面理解深层寓意，培养批判性思维——理解“熊说话”是朋友的借喻，真正的信息来自那个被留下的朋友。
效果评价： 观察学生能否理解故事的象征意义，能否用自己的语言表达寓意。 If students struggle with ordering, the teacher can read the story aloud again while they check their sequence. For the follow-up question, encourage students to use evidence from the text. If students take the bear‘s words literally, the teacher can guide them: “Animals don’t talk in real life. So who do you think really said those words, and why ”
Listening Activity 4: Listening B1 — “The Friendship Advice Board.” The teacher sets the scene: “Daniel, Simon and Millie are also thinking about how to make friends. Let‘s listen to their conversation and find out what advice they give.” Before listening, students quickly read the list of advice items (join a club, be brave to talk to others, be nice to others, smile at others, sit next to others on the bus, ask a friend to introduce you, borrow things from others). Students listen and tick the advice mentioned. After checking answers, the teacher asks: “Do you agree with their advice Which tip do you find the most useful Why ”
设计意图： 通过真实语境的听力任务获取交友建议，训练scanning listening策略；引导学生评价和选择适合自己的交友方法，增强实用性。
效果评价： 观察学生能否准确勾选并说出自己的选择和理由。 Activity 5: Listening B2 — “Mr Wu’s Friendship Talk.” The teacher introduces: “Mr Wu has some advice on how to get along with friends — how to keep friends once you have made them. Listen and complete his notes.” Students listen and fill in the blanks about: being a good listener (ask questions, use body language, try to understand your friends), and being a cheerful person (share funny stories and jokes, notice and care about friends‘ feelings). The teacher checks answers. Then the teacher asks a class poll: “How many of you think you are a good listener How many share funny things with your friends ”
设计意图： 通过听力获取维系友谊的具体方法，训练笔记填空的听力策略；通过课堂即时投票将听力内容与学生自身行为关联，增加参与感。
效果评价： 观察学生笔记填写的准确率，以及参与课堂投票的积极性。 Activity 6: Consolidation — completing Daniel’s article. Students use information from B1 and B2 to fill in the blanks in Daniel‘s article (making friends and getting along with them). They work individually, then check in pairs. The teacher invites students to read aloud one completed sentence each.
设计意图： 将听力获取的信息整合成书面篇章，实现从“碎片化信息”到“结构化输出”的过渡，为后续口语和写作做语言积累。
效果评价： 观察学生能否准确运用听力信息完成填空，关注上下文逻辑的连贯性。 If the note blanks are difficult, the teacher can provide the first letter of each missing word before the second listening to support lower-level students.
Speaking Activity 7: Dialogue analysis — Simon and Kitty’s different views. Students read the dialogue between Simon and Kitty. The teacher asks: “What does Simon think about having friends What does Kitty think Who do you agree with more ” Students identify the two viewpoints. The teacher highlights three functional expressions on the board: (1) Stating your opinion — “I think the more friends you have, the better.” / “I think it’s more important to have a few really good friends.” (2) Giving reasons — “because you can play team games...” / “because you can know each other better...” (3) Responding to different views — “Maybe you have a point.” The teacher asks: “Why does Simon say ‘Maybe you have a point’ instead of ‘You are wrong’ ” (To show respect and keep the conversation friendly.)
设计意图： 从语言和交际策略两个层面分析对话，帮助学生不仅学习表达方式，还学习如何理性、友好地交换不同观点。
效果评价： 观察学生能否识别两种不同观点及其理由，能否理解“Maybe you have a point.”的语用功能。 Activity 8: Pair debate — “Lots of friends or a few good friends ” Students work in pairs to have their own discussion on the same topic. One student argues for “lots of friends” and the other for “a few really good friends.” Each speaker must (1) state an opinion, (2) give at least one reason, and (3) respond to the partner‘s idea. The teacher provides sentence starters on the board. After 3-4 minutes of practice, 2-3 pairs present to the class. The teacher evaluates on opinion clarity, reasoning, and respectful response.
设计意图： 在真实讨论中运用所学表达，培养学生的观点陈述、理由支撑和礼貌回应能力，将语言学习与思维训练相结合。
效果评价： 观察学生能否清晰陈述观点、给出理由，并能对对方的观点做出恰当的回应。 If some pairs finish early, challenge them to add one more reason or ask a follow-up question to extend the discussion. If students need more scaffolding, allow them to first jot down two key points before speaking.
Summary The teacher leads a review: “Today we started with a story — what did we learn from the two friends and the bear (True friends stay together in danger.) Then we heard about making friends — what are some good ways (Join clubs, talk to others, be nice.) And keeping friends — what did Mr Wu say (Be a good listener, be cheerful, care about feelings.) Finally, we discussed our own ideas about friends. What do you think is the most important thing about friendship ” The teacher collects 2-3 student answers and concludes: “Friendship is about being there for each other — in good times and in hard times.”
设计意图： 从故事→交友→相处→观点讨论四个层面系统回顾本课所学，帮助学生建立“什么是真正的友谊”的完整认知。
效果评价： 观察学生能否连贯地回顾本课内容并表达自己的核心理解。
Homework ① Finish any incomplete parts of Daniel‘s article in Activity 6. ② Write 3-4 sentences about your opinion: do you prefer having lots of friends or a few good friends Give reasons. ③ Ask one friend: “What do you think is the most important thing in a friendship ” Write down their answer and bring it to the next class.
Blackboard design Unit 1 Friendship — Integration A-C The Fable:
Two friends and the bear → “A true friend should not leave you in times of danger.” Making Friends (B1):
Join a club / Be brave to talk to others / Be nice / Smile / Ask a friend to introduce you Keeping Friends (B2):
Be a good listener: ask questions, use body language, try to understand
Be a cheerful person: share funny stories, care about feelings Expressing Opinions:
① State your view: I think...
② Give reasons: because...
③ Respond politely: Maybe you have a point.
教学反思
Activity 7的对话分析聚焦观点表达的功能用语，学生展示时语言不够自然，可在展示前增加一次“语言升级”环节——让学生在对话中至少使用板书中两个功能表达，并在展示后让听众举手判断听到了哪些表达。
Integration D
语篇研读
主题和内容： 该板块为写作任务。D1为“Tell me all about your best friend”问卷调查，包含五个问题：朋友姓名、初次见面的时间和地点、外貌、最佳品质、对朋友的感受。D2为Kitty的范文My best friend，介绍她的挚友Joan——在舞蹈俱乐部认识，外貌（taller than me, long soft hair, bright smiling eyes），品质（helpful and patient, caring and thoughtful, cheerful）均有具体事例支撑，最后表达希望友谊永存。范文后附有“Words about people”和“Useful expressions”语言支架。
意义和价值： 编者通过问卷调查+范文+语言支架的配套呈现，为学生提供写作的全程示范——先梳理信息（问卷），再展示如何将信息组织成文（范文），并提供充分的语言支架。范文不仅是语言范例，也是结构范例，帮助学生在“挚友”话题中学会按逻辑顺序进行人物描写写作；同时引导学生反思自己与朋友的情谊，培养感恩之心。
方式和方法： 范文采用“总起→外貌→品质（逐条展开）→感受总结”的结构，主体部分用First/Second/Also等连接词串联，每条品质均配有具体事例支撑。语言简洁自然，使用比较级（taller than me）和本单元核心品质词汇，贴近学生写作水平。范文后附有词汇和句式支架，降低独立写作难度，形成“收集信息→分析范例→提取支架→独立写作→评价修改”的完整学习路径。
教学设计
Period 6: Integration D Topic: Introducing a friend
Learning objectives By the end of this period, students will be able to: Deconstruct the structure and useful expressions of the model article to build a writing framework for their own article about their best friend. Write an article of 80-100 words about their best friend, describing appearance, qualities with examples, and personal feelings, using appropriate vocabulary and sentence patterns. Evaluate their own and peers‘ writing based on a checklist and revise their drafts accordingly.
Teaching focus Guiding students to analyse the model article’s structure (introduction → appearance → qualities with examples → feelings) and extract useful expressions. Helping students organize their ideas from the questionnaire into a well-structured article.
Teaching difficulty Enabling students to support each quality description with a specific example. Helping students use a variety of sentence patterns rather than relying on a single structure.
Teaching procedures Revision
Lead-in Activity 1: Warm-up — “Think of your best friend.” The teacher says: “Close your eyes and think of your best friend. What is his/her name When did you meet What makes him/her special to you ” Students think quietly for 30 seconds, then share one thing with a partner. 设计意图： 通过安静的回顾和简单的同伴分享，激发情感连接，快速聚焦写作主题。 效果评价： 观察学生能否专注思考并参与分享。
Pre-writing Activity 2: Completing the questionnaire (D1). Students complete the five questions in D1 about their best friend. The teacher walks around to monitor and offers help with vocabulary. When finished, students share their answer to Question 5 (“How do you feel about your best friend ”) with a partner. 设计意图： 系统梳理写作所需的关键信息点，确保内容准备充分；情感问题的分享为写作注入真情实感。 效果评价： 观察学生问卷填写的完整度和信息丰富度。 Activity 3: Analysing the model article (D2). Students read Kitty‘s article about Joan. The teacher guides them to identify the structure using a simple visual: Introduction (who, when, where) → Appearance → Quality 1 + example → Quality 2 + example → Quality 3 + example → Feelings. The teacher asks: “How does Kitty help us understand Joan better ” Students respond: by giving examples and showing details. The teacher writes on the board: “A good description = quality + specific example.” 设计意图： 通过结构分析帮助学生建立写作框架，通过问题引导发现“品质+事例”这一核心写作手法。 效果评价： 观察学生能否识别范文的结构和“品质+事例”的写作方法。 Activity 4: Building language tools. Students work in pairs. One student focuses on the “Words about people” box, the other on the “Useful expressions” box. They each find 3-5 useful words/phrases they want to use in their own writing, share with their partner, and add any missing to their notes. The teacher then highlights the most versatile sentence stems on the board. 设计意图： 通过同伴分工合作提取语言资源，增强自主学习意识；聚焦核心句式，避免语言支架过多造成认知负担。 效果评价： 观察学生能否筛选并记录对自己有用的表达。 If students’ answers are too brief (e.g., only one word for qualities), the teacher can ask follow-up questions: “Can you give me an example of how he/she is helpful ” to encourage elaboration. If students cannot identify all parts, the teacher can color-code each paragraph on the board (e.g., introduction in blue, appearance in green, qualities in orange, feelings in red).
While-writing Activity 5: Writing the first draft. Students write their article based on the questionnaire and the model structure. The teacher reminds them of the key requirements: (1) use the structure (introduction → appearance → qualities + examples → feelings), (2) include at least two qualities with specific examples, (3) use comparative adjectives where possible, (4) write 80-100 words. The teacher walks around, provides individual support, and notes common issues for later feedback. 设计意图： 在清晰的支架支持下独立完成初稿，将内容准备和语言工具转化为连贯的篇章输出。 效果评价： 观察学生写作进度和结构完整性，关注基础薄弱学生的完成情况。 If students get stuck at the beginning, encourage them to start with “My best friend is...” and follow the questionnaire order. Remind them that a draft does not need to be perfect — they will revise later.
Post-writing Activity 6: Self-evaluation and peer review. The teacher presents a simple three-criteria checklist: ① Structure — Does it have introduction, appearance, qualities with examples, and feelings ② Language — Are comparative adjectives and quality vocabulary used ③ Clarity — Is it easy to understand and does it have specific details Students first self-evaluate with the checklist, then exchange articles with a partner and provide feedback using two prompts: “One thing I like about your writing is...” and “One suggestion I have is...” 设计意图： 通过对照清单自评和同伴互评，培养反思和批判性思维；用正向+改进的双反馈促成本次修改。 效果评价： 观察学生能否依据清单给出具体、有帮助的反馈。 Activity 7: Revision and sharing. Students revise their articles based on self-evaluation and peer feedback. The teacher then invites 2-3 volunteers to share their revised articles with the class. The teacher highlights effective use of details and varied sentence patterns. 设计意图： 将反馈转化为实际修改，实现写作质量的提升；展示优秀作品增强成就感和写作动力。 效果评价： 观察学生能否根据反馈进行有针对性的修改。 If peer feedback is too vague, the teacher can provide sentence starters: “I like how you described ______ because ______.” “You could add more details about ______.” Model one example on the board before students begin.
Summary The teacher leads a quick recap of the lesson’s key takeaway: “Today you wrote about your best friend. The most important thing to remember when describing someone is to show your reader what they are like, not just tell them — always give a specific example. That‘s what makes your writing come alive.” 设计意图： 回顾写作核心要点——“展示而非讲述”，强化“品质+事例”的写作意识。 效果评价： 观察学生能否说出写作的核心方法。
Homework ① Revise your article based on today’s feedback and write a clean copy. Hand it in next class. ② Read your article to your best friend (or a family member) and ask them: “Does this sound like you What would you add ”
Blackboard design Unit 1 Friendship — Writing about My Best Friend Structure: ① Introduction: Who When Where ② Appearance: Height, hair, eyes... ③ Qualities + Examples: Quality 1 → Example Quality 2 → Example ④ Feelings: What you think → What you hope Key rule: SHOW, not just TELL! quality + specific example = vivid description
教学反思
课堂时间不足，可将Activity 6-7压缩为“自评+同桌口头反馈”而不做书面互评。写作优秀的学生可将文章投稿至班级英语墙报“Our Best Friends”专栏。

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