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Unit 1 Friendship
Reading (II)
一、教學內容分析
本課時為 Reading 第2課時，基于前一課時對文本大意的理解，聚焦兩項核心任務：①深入分析文本結構（“總—分—總”框架：總起句 + 外貌描寫 + 性格事例）；②學習細節描寫手法（如用“gives up her seat” 體現“helpful”）。通過結構圖梳理、事例仿寫等活動，幫助學生從“理解文本”過渡到“運用方法”，為后續寫作鋪墊。
二、學情分析
學生在前一課時已能提取Betty和Max的基礎信息，但對 “文本結構如何支撐內容”“為什么事例比單純形容詞更有效” 缺乏認知；能認讀 “slim”“humorous” 等詞匯，但在寫作中常出現 “只說品質不舉事例” 的問題。學生對 “結構圖、仿寫” 等活動較熟悉，適合通過具象任務突破難點。
三、教學目標
通過本課時的學習，學生能夠： 通過 “文本結構梳理” 活動（繪制結構圖、匹配總起句與支撐句），學生能明確兩篇短文的 “總-分-總” 框架，說出每個部分的作用（總起句點明主題、外貌句描繪形象、事例句支撐性格）； 通過 “細節描寫分析” 活動（圈劃 “品質 + 事例” 搭配、補全事例），學生能找出文中 3 處 “用行為體現性格” 的表達（如 “Betty is helpful—gives up her seat”），并解釋其作用； 通過 “仿寫片段” 活動，學生能運用 “外貌 + 1 個性格事例” 的模式，寫出 50 詞左右的好友描述片段。
四、教學重難點
【重點】掌握“總—分—總”文本結構；理解 “用事例支撐性格” 的描寫手法。 【難點】在仿寫中自然結合“外貌描寫”與“性格事例”，避免內容空洞。
五、教學活動設計
環節一：導入（5mins) 教師展示含“品質 + 事例”的描述讓學生猜好友，通過提問引導發現 “事例讓描述更具體”，自然引出本課主題。
教學活動 活動層次 效果評價
Teacher shows a description: She often helps me with math when I can’t solve problems Who is she How do you know 學習理解之感知與注意 學生能準確猜出好友，說出 “因為有具體事例，明確本課學習目標。
環節設計意圖：通過游戲激活前一課時所學，同時用 “猜得出” 的體驗讓學生直觀感知 “事例的作用”，為深入分析鋪墊。
環節二：深度閱讀（20mins） 教師先引導學生獨立梳理 Betty 文本的 “總起句 — 外貌 — 事例” 結構，填表格鞏固；再結對分析 Max 文本；最后聚焦 “品質 + 事例” 搭配，通過討論和補全練習理解其作用。
教學活動 活動層次 效果評價
Structure analysis：
Students read Betty’s article again. Underline the topic sentence (“Betty, my best friend...”), looks description, and quality examples.
Fill in a chart: “Topic sentence” “Looks” “Qualities with examples”.
Repeat with Max’s article in pairs. Detail analysis：
Find “quality + example” pairs (e.g., “helpful—gives up seat”). Discuss: “Why not just say ‘Betty is helpful’ ”
Complete a sentence: “Max is humorous. He ______ (tells jokes)”. 學習理解 — 概括與整合、應用實踐 — 描述與闡釋 學生能準確填寫結構表格，找出 3 對 “品質 + 事例”，并說出 “事例讓讀者更相信（品質）”。
環節設計意圖:通過“梳理 — 討論 — 補全” 的層次性活動，讓學生在實踐中掌握結構和描寫手法，避免教師直接講解。
環節三：讀后（15mins） 教師出示仿寫范例，學生模仿寫 “好友描述”（含外貌和 1 個性格事例）；寫完后同伴互評，重點檢查 “是否有具體事例”。
教學活動 活動層次 效果評價
Write & share：Students write a 50-word description of their best friend (looks + 1 quality example) according to the model. Peer feedback：Check if there is a “quality + example” pair; give a “ ” if clear. 遷移創新 — 應用與創新 仿寫應包含 “外貌描寫” 和 “1 個具體事例”，語言基本通順。
環節設計意圖:通過 “范例 — 仿寫 — 互評”，將文本中學到的方法遷移到真實表達中，落實“英語學習活動觀”的“用中學”。
環節四：總結與練習（5mins） 教師用思維導圖總結 “描述好友的方法”，通過填空練習（品質 + 事例）鞏固核心表達。
教學活動 活動層次 效果評價
Teacher shows a mind map: “Describe friends = Topic sentence + Looks + Quality + Example”. Fill in the blanks: “My friend is ______ (quality). She ______ (example)”. Vocabulary consolidation exercise: The teacher presents vocabulary related to the this class. Summarize the key words and key sentences. 學習理解 — 鞏固與應用 學生能快速完成填空，準確搭配 “品質” 和 “事例”。
環節設計意圖:通過思維導圖梳理方法，搭配針對性練習，強化知識結構化。
作業與拓展 Basic：Read the two articles again. Underline 2 more “quality + example” pairs and copy them. Practice：Expand your class writing to 80 words. Add one more example for your friend’s quality. Expand：Interview a partner: “What’s your best friend like Any examples ” Take notes and share in next class.
4/4(共26張PPT)
Friendship
Reading (II)
Unit 1
英語譯林版八年級上冊
新課標·新教材
Learning objectives
Learning objectives
01
1
通過“文本結構梳理”活動（繪制結構圖、匹配總起句與支撐句），學生能明確兩篇短文的 “總-分-總” 框架，說出每個部分的作用（總起句點明主題、外貌句描繪形象、事例句支撐性格）；
2
通過“細節描寫分析”活動（圈劃“品質 + 事例”搭配、補全事例），學生能找出文中 3 處“用行為體現性格”的表達（如“Betty is helpful—gives up her seat”），并解釋其作用；
3
通過“仿寫片段”活動，學生能運用“外貌 + 1個性格事例”的模式，寫出50詞左右的好友描述片段。
通過本課時的學習，學生能夠：
Learning objectives
Guessing game
01
Who might she be
How do you know
Guess：She is slim. She often helps me with math when I can’t solve problems.
Tip：“Helps me with math” tells us she is helpful.
Learning objectives
01
Review
We have read about two friends：
Max
We’ll dig deeper — how the writer makes them "real"!
Betty
Learning objectives
01
Analyze Betty’s text structure
Read Betty’s passage again
Step 1
Find and mark these parts：
Step 2
Betty, my best friend, is a slim girl with big bright eyes.
General sentence
slim with big bright eyes; she always wears her hair in a ponytail
Looks description
helpful → She often gives up her seat to people in need on the bus.
trustworthy → When I am worried, I can always go to her.
Quality + examples
Betty is the most wonderful friend in my life.
Learning objectives
01
Read and fill
Part
Content
Function
General
Looks
Quality + Examples
Introduce Betty (who she is)
Describe her appearance
Let readers "see" her
Use examples to show her qualities
Let readers "believe" her qualities
Introduce the main character
The structure of Betty’s article
Conclusion
the most wonderful friend
Impress readers again
Learning objectives
01
Analyze Max’s text structure
Part
Content (Find from the text)
Function
General
Looks
Quality + Examples
-------------------------------------
-------------------------------------
---------------
-------------------------------------
---------------
---------------
Task：Work with your partner. Finish Max’s structure chart
Conclusion
-------------------------------------
---------------
Learning objectives
01
Part
Content
Function
Quality + Examples
humorous → He tells funny jokes and always makes us laugh.
Let readers "believe" his qualities
Let’s check
General
Max is my best friend.
Introduce the main character
Looks
tallest; wears small round glasses; has a good sense of humour
Let readers "see" him
Conclusion
we will be best friends for life
Impress readers again
Learning objectives
01
Let’s compare
Which is better Why
Only a word
"Betty is helpful."
With an example
Betty is helpful. She often gives up her seat to old people on the bus.
Conclusion
The “general-to-specific” structure makes the description logical and vivid.
Learning objectives
01
Read and find
Find 3 pairs in the text (Betty & Max)
and write them down.
A word describing character (e.g., helpful)
Quality：
A specific action showing the quality (e.g., gives up seat)
Example：
Learning objectives
01
Character
Quality
Example
Max
humorous
tells funny jokes to make us laugh
Betty
helpful
gives up her seat to people in need
Betty
trustworthy
listens to me when I am worried
Learning objectives
01
Practice
Fill in the blanks with proper examples：
Max is energetic. He ________________________.
Betty is kind. She ___________________________.
always plays basketball with us after class.
shares her snacks with classmates who forget theirs
Learning objectives
01
Task: Imitate writing (My friend)
Lily is my best friend. She has long hair and a big smile. She is caring — when I felt sad after failing the exam, she sat with me and told me, “You can try again!”
Structure of the model：
General sentence (who she is) + Looks description
+ Quality + one example
Learning objectives
01
Writing tips
Useful words for looks：tall, short, with big eyes, has curly hair...
Useful examples：helped me carry books, told jokes to cheer me up ...
Remember：Write about 50 words — clear and short!
Useful qualities：helpful, humorous, caring, honest...
Learning objectives
01
Writing time
Write a passage of "My Friend" with the model structure.
Time：8 minutes
Tip：You can draw a simple mind map first if you need.
Learning objectives
01
After writing, exchange your passage with a partner.
Check for your partner：
Is there a looks description ( / )
Is there a "quality + example" pair ( / )
Give one praise： "I like your example about..."
Learning objectives
01
Share excellent writings
Invite 2 students to read their passages.
Comment focus：
You used a clear ‘looks + example’ structure!
"Your example is so real — I can imagine it!"
Learning objectives
01
Language points
1. Betty, my best friend, is a slim girl with big bright eyes.
…is a … girl with…是一個有著……的女孩
With引導的短語作后置定語，修飾girl等名詞。
湯姆，我的同桌，是一個有著溫暖笑容的高個子男孩。
Tom, my deskmate, is a tall boy with a warm smile.
Learning objectives
01
Language points
2. She knows how to cheer me up when I am feeling down.
當我情緒低落時，她知道如何讓我振作起來。
在句子中，She 是主語，執行動作，knows為謂語，表示“知道”，how to cheer me up 作賓語， when I am feeling down 是時間狀語從句，表時間。
“疑問詞+ 動詞不定式”結構可在句中作主語、賓語、表語等。
“疑問詞+ 動詞不定式”結構也可以擴展為一個從句，如：
The children don’t know where to go. = The children don’t know where they should go.孩子們不知道要去哪里。
Learning objectives
01
1
—You should be careful when _______.
—Yes, I will. I’d like to know when _______ to have a rest.
A. driving; stopping B. driving; to stop
C. to drive; stopping D. to drive; to stop
2
何時何地去開展學校旅行取決于天氣。
_________ _________ _________ to go for the school trip depends on the weather.
B
When and where
Learning objectives
01
Language points
3. And it’s good to share interests with our best friends.
與我們最好的朋友一起分享興趣是極好的。
在句子中，it 是形式主語，is 為系動詞，good 是表語，to share interests with our best friends 是真正主語說明it 指的具體內容。
在英語中，當動詞不定式（to do）、動名詞（doing）或從句作主語時，為避免頭重腳輕，常用 it 作形式主語，將真正主語后置。在固定句式“It’s + 形容詞 + to do sth.”中，It 是形式主語，真正的主語是 to do sth.。
Learning objectives
01
結構
用法
例句
It’s + 形容詞
+ to do sth.
表示“做某事的
性質或感受”
It’s important to study hard.
努力學習很重要。
類似結構有：
It’s + 形容詞+ for sb.+ to do sth.
表示“對某人來說
做某事是……的”
It’s difficult for me to solve this problem. 對我來說，解決這個問題很難。
It’s + 形容詞
+ that 從句
表示“某事
是……的”
It’s clear that he is lying.
很明顯，他在說謊。
It’s +a/an +名詞
+ to do sth.
表示“做某事
是……的”
It’s a pleasure to meet you.
很高興見到你。
Learning objectives
01
1
It’s necessary for you __________ your ideas with others and learn
from others.
share B. to share C. sharing D. shared
B
2
It is a pity __________ he lost his way in the forest and had to stay there for the whole night.
A. that B. when C. where D. who
A
3
It’s a pleasure ____________ (work) together with you in the company.
to work
Learning objectives
01
Summary
Key Point:
How to Describe a Friend Well
Use "General — Specific — General" structure
(topic sentence → looks → quality + example → conclusion).
Show qualities with specific examples (not just say "he is kind").
Learning objectives
01
Homework
1.Basic：Read the two articles again. Underline 2 more “quality + example” pairs and copy them.
2.Practice：Expand your class writing to 80 words. Add one more example for your friend’s quality.
3. Expand：Interview a partner: “What’s your best friend like Any examples ” Take notes and share in next class.
Bye-bye!

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