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8A—Unit1 FriendsComic strip & Welcome to the unit 6~71.be hungry / be full hungry - hungrier - hungriest2.thirsty—thirstier—thirstiest3. Can I have something to drink? I have something important to tell you. 不定代词做后置定语4. Can I have some more food?some more 再一些→数量词+ more + n. = another + 数量+ n.eg. I need to buy two more books. = I need to buy another two books.5. There’s nothing in the fridge. = There isn’t anything in the fridge.6. Maybe we can share it.maybe句首may be句中7.invite teenagers to write about their best friendsinvite sb to do sth / invited sb to sp8.honest an honest boy ；honest—dishonest a dishonest boy9.keep a secret for sb10. make sb + adj. / do11. share my joy* share sth with sb * joy 欢乐不可数12.care about 关心She does not care about her daughter at all.* care v. 关心，担忧，照顾，喜爱，介意，在乎I don’t care what to eat tonight.* care n. 小心，照料take care of13. yourself —yourselves14. Is he/ she ready to help you when you have problems?* be ready to do sth 乐意做某事* have problems with sth / doing sth He has problems with English/ learning English. 15. Do you believe (what he says )= believe his words宾语从句，陈述句语序（主+谓）I don’t know where he lives16. polite—impolite17. tidy—tidier—tidiest18. make 成为，适合What makes good friends? 是什么造就好朋友？19. trust v. trust sb 信任某人20. lie n. 可数tell lieslie v. 撒谎lie to sb v. 躺lie down21.joke n. 可数tell funny jokes22.true adj. 确实的a true friend a real bridgereal指客观上存在,并非想象和虚构的,它是与"无"相对而言Lu Xun's real name is Zhou Shuren.true是指"真正的","真实的",强调事实和实际情况相符,它是与"假"相对而言The news is true.true 还可以表示“正确的”，real没有这种用法What he said is true.Reading 8~101. one of +the/ 形容词性物主代词+最高级+n.复最...之一eg. Shanghai is one of the biggest cities in china.2. slim-slimmer-slimmest3. generous adj. 慷慨的be generous to do sth / be generous to sb4. be willing to do = be ready to doAre you willing to keep a secret for me?5.be ready to do 已经做好...的准备We are ready to hear the news. 我们随时准备听消息。
8A Unit 1 FriendsComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. identify the new words and phrases;2. describe people’s qualities with simple and proper words;3. know more about friendship and try to develop some good qualities.II. Teaching contents1. New words and phrases: thirsty, honest, care about, keep a secret, make sb happy, be ready todo sth, have problems, believe what he/she says, tell lies/funny jokes.2. New structures: Can I have something to drink?Can I have some more food?What makes good friends?You can trust them because they never tell lies.III. Focus of the lesson and predicted area of difficultyDescribe people’s qualities with simple and proper words.IV. Teaching proceduresA Comic stripStep 1 Lead-in1. The topic of the unit ― friendsT: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.2. Free talkAsk some open questions:Who is your good friend?Could tell us something about your good friend?Why do you choose him/her as your good friend?Step 2 Presentation1. Show pictures of Hobo and EddieT: It’s nice to see Hobo and Eddie again. Do you like them? Yes, they are funny and they can always make us happy. Do you think they are good friends? Let’s watch a short video and answer the questions:What does Hobo think a good friend should do?What do they share?2. Have a discussionWill they share the pizza? Why or why not?Two possible answers: Yes, they will share. Because good friends always share.No, they won’t. Because Hobo already has a big cake.3. Complete a short passageEddie is kind. He often ____ others. Today Hobo feels _______. Eddie gives him a _____. When Hobo wants something to _____, Eddie ____ him some milk. But Hobo still wants to have ______ _____ food. Eddie tells Hobo there’s _______ else in the fridge. But when Hobo sees the _____ in Eddie’s bowl, he wants to _____ it. What should Eddie do?Step 3 PracticeRead loudly and try to act it out. Add an ending to it.B Welcome to the unitStep 1 Lead-in1. Let’s brainstorm. What qualities should a good friend have?The teacher should encourage the students to say as many as possible.2. The teacher can use the pictures of Pinocchio and Mr. Bean to teach the new words “honest”and “humorous”.3. The teacher can use the pictures of Harry Potter and his friends to tell the meaning of truefriends.4. The teacher can use the pictures of the characters from The Journey to the West to show theimportance of team work.Step 2 Presentation1. Let’s match the qualities on the left with the questions on the right.Check the answers by speaking out with the complete sentences.Eg: My friend is helpful so he/she is ready to help when I have problems.2. Let’s listen and answer the questions:What qualities does Amy think a friend should have?What qualities does Daniel think a friend should have?3.Let’s discuss in groups.What makes good friends?If you agree, you can say “Yes, that’s very important.”, “That’s true.” or “I also think ...”.If you disagree, you can say “I’m afraid not.”, “I don’t think so.”“This might be true, but ...Step 3 ConsolidationLet’s interview.The students have an interview about friends with their partners and then make a report in the class. The one who gets the most information wins. The teacher can ask some questions for the students to begin with and the students are encouraged to ask more questions.Step 4 Extension1.Let’s learn some proverbsThe teacher shows 4 proverbs and asks the students to guess their Chinese meanings. Encourage the students to find more on the Internet after class.2. Let’s enjoy an English song, “Count on me”Step 5 SummaryThe teacher gives a short summary about friends and offer some advice on how to make a friend. Spend more time around people.Join an organization or a club.Be a volunteer.Be a good listener.Choose your friends wisely.V. Homework1. Finish the exercises in Period 1 of Unit 1 in the workbook2. Read the poem “A Forever Friend”.3. Try to find what good qualities your best friend has and give as many examples as possible. Write a short passage.8A Unit 1 Friends Reading (I)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. find out the names, looks and personalities about the friends in the text;2. describe their friends with proper expressions.II. Teaching contents1. New words and phrases: generous, helpful, straight, any time, a sense of humour2. New structure: She is also helpful and ready to help people any time.He is the tallest boy in our class.She is taller than I am.III. Focus of the lesson and predicted area of difficultyDescribe people’s qualities with simple and proper words.IV. Teaching proceduresStep 1 Lead-in1. Questionnaire”2. Free talkT: A life without friends is a life without a sun. What makes good friends?T: Friends …Step 2 Presentation1. Read and answerT: Today I’ll introduce some friends to you. They are teenagers like you. Let’s see who they are.Open your books at Page 8. Read the text quickly and tell me their names.2. Listen and chooseT: We know Betty and May are both girls. Look at two pictures. Let’s listen and choose who Betty is and who May is.Ask the students to read sentences about the looks of Betty and May.3. Read and answerT: How is Betty? How is May? Please read the short passage about Betty and May. Can you find the adjectives about their personality?Betty: generous and helpfulMay: sweet and trueT: Why do we say Betty is generous and helpful? Please read and find the sentences in the first passage.T: Why do we say May is sweet and true? Please read and find the sentences in the third passage.5. Listen and repeatListen to the record of Part 1 and Part3 and repeat sentence by sentence. Pay attention to the pronunciation and intonation.6. Listen and repeat(1) Listen to the record and repeat sentence by sentence.(2) Retell the passage according to the table above.7. Read and answerRead Part 2 and answer the following questions.How tall is Max?Does Max look lovely when he wears small round glasses?How do we feel when we are with Max? Why?Do Max’s legs fit well under his desk?What happens to him when Max walks past the desk?8. Listen and repeat(1) Listen to the record and repeat sentence by sentence of Part.(2) Retell the part about Max’s personality with the clues.Step 3 Extension1.Pair workHave a discussion about “Who do you want to choose as your best friend, Betty, Max or May? Why?” in pairs.2. SummaryTeacher gives a short summary.V. Homework1. Listen to the tape and repeat after it three times.2. Finish the exercises B1 and B2 on Page 9.3. Write a passage about your best friend.8A Unit 1 Friends Reading (II)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. introduce Betty, Max and May with the help of a mind map;2. use the key words and expressions to express their own ideas;3. write about a person they are familiar with in detail;4. know how to organize a good paragraph with a topic sentence and supporting details in logic order.II. Teaching contents1. New words and phrases: fit, walk past, knock onto, worry, give her seat to someone in need,have a good voice, wear small round glasses, bored & boring, havelong straight hair, say a bad word about anyone, be good at tellingjokes2. New structure: She is also helpful and ready to help people any time.She wants to be a singer when she grows up.They make him look smart.He tells funny jokes and always makes me laugh.They do not fit well under his desk.When something worries me, I can always go to her.I never feel bored with him.III. Focus of the lesson and predicted area of difficultyWrite about a person they are familiar with in detail.Know how to organize a good paragraph with a topic sentence and supporting details.IV. Teaching proceduresStep 1 Lead-inShow three pictures of Betty, Max and May and ask students to describe their looks. Point out that when describing people’s looks, we should pay attention to their figures and distingushing features.Step 2 Mind-mapping1. Help the students to recall the details by mind-mapping(1) Introduce BettyTeacher shows four pictures of Betty and asks students what they can see in the pictures and what we can learn from the pictures. Teacher helps the students finish the mind map.(2) Introduce MaxTeacher shows the structure of the second entry and asks the students to retell with the help of some pictures and phrases.(3) Introduce MayTeacher shows the mind map of the third entry and encourages the students to retell with the help of some key words and phrases.2. Ask the students to introduce Betty, Max and May by mind-mappingStep 3 Language focus1. make sb do sth & make sb + adj(1) ExplanationTeacher shows four pictures and four sentences，asks the students to use the words to fill in the blanks, then T shows the usage of “make”.(2) DrillT: What does your teacher/parents/friends often make you do?” I’ll give an example. Can you make more sentences using “make sb do”?2. bored & boring(1) ExplanationT: We use “bored” to describe how a person feels when something is not interesting. Look at the picture, the boy feels bored because his friends are not here. You look bored, whynot turn off the TV and do something else?T: We use “boring” to describe something that is not interesting. Look at the picture, the boy just can’t read this boring book any more. Let’s stop watching this TV programme, it’s so boring.(2) DrillT: Do you know more words like “bored”and “boring”? Can you use these words to complete the sentences?3. fitT: What does the word “fit”mean here? The word “fit” has some different meanings, please complete these sentences.4. verb + preposition combinations(1) walk + prepositionTeacher shows three pictures to explain “walk past”, “walk through”, “walk across”and gives more sentences as examples.(2) knock + prepositionTeacher shows four sentences to explain the meanings of “knock on”, “knock down”, “knock over”, “knock off” and “knock onto”.5. worryT: Can you say “when something worries me” in another way? The word “worry” here is a verb, we can say “worry sb” or “sb worry about sth”, and we can also say “sb be worried about sth”. Try to explain他们为即将到来的考试而发愁in three different ways.Step 4 Complete a passageTeacher shows another passage and asks the students to complete it using the words we’ve learnt.Step 5 Writing1. Guide the students to explore the features of a description of a personTeacher shows the three entries and points out that they are all descriptions of a person, asks students which entry they like best and why, guides the students to consider about three parts .detailsparagraphsendings2. Find many strong details in the description of BettyTeacher asks the students to find the details of Betty and consider why the writer uses so many details.3. Learn how to write a good paragraph(1) A topic sentenceTaking the second paragraph of the second entry as an example, Teacher asks the students to find the details, and uses the mind map to help the student understand main idea and detail.Point out that a good paragraph includes a topic sentence and supporting details and the topic sentence is usually at the beginning of a paragraph.(2) A good endingT: Can you find a sentence that tells how I strongly feel about Max? This is an exclamation;do you think it is a good ending?Teacher points out we should use different sentence types to add variety.(3) Supporting details in the logic orderTeacher asks the students to put three sentences in the best order and reminds the students that the supporting details should be in the logic order.4. Ask the students to write down their own ideasStudents write about a friend or someone they know well. Tell what the person is like. Tell what they like to do together. Use the Writer’s Checklist to help.V. Homework1. Finish the writing and make a story book.2. Read more descriptions of a person and share them in the class.8A Unit 1 Friends GrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know when to use comparatives and superlatives;2. use comparatives and superlatives correctly;3. compare people or things.II. Teaching contents1. New words and phrases: height, slimmer, worse, worst2. New structure: We use comparatives + than to compare two people or things.We use the +superlatives to compare three or more people or things.III. Focus of the lesson and predicted area of difficultyIntroduce the structure of comparative and superlative adjectives.Change the adjectives into comparative and superlative adjectives.IV. Teaching proceduresStep 1 Lead-in1. Try to describe.Describe two girls’ appearances.2. Try to compareShow a table about two girls’ appearance. Lead the students to compare them.Alice is shorter than Lucy. Lucy is taller than Alice.Alice’s eyes are bigger than Lucy’s. Lucy’s eyes are smaller than Alice’s.Alice’s hair is longer than Lucy’s.Lucy’s hair is shorter than Alice’s.Step 2 Presentation of comparative adjectives1. Try to work out the ruleAsk the students to read these sentences and try to find the rules about comparative. Introduce when we can use comparative and the basic structure of comparative adjectives.2. Try to sayShow some pictures. Ask the students to compare them. At the same time, the teacher gives some adjectives to help the students. Lead the students to find what the short adjectives are.3. Try to findAsk the students to observe the comparative of the short adjectives. Let the students find the rules of the forms.4. Try to changeAsk the students to change the adjectives into their comparative.5. Try to thinkIntroduce the long adjectives and let them list some more long adjectives.6. Try to concludeLead the students to conclude the rules according to the sentences of long comparative adjectives. And introduce the irregular adjectives and their forms.Step 3 Presentation of superlative adjective1. Let’s enjoyEnjoy the story about “Three little pigs”.2. Try to compare(1)Try to compare the houses of little pigs’. Introduce the superlative adjectives.(2) Try to compare other things using the superlative adjectives.3. Try to concludeLead the students to conclude the rules of superlative adjectives, including the form rules, the sentence structure.4. Try to guessLet the students guess the answers according to some sentences.Step 4 Consolidation1. SummaryMake a summary about the comparative adjectives with the students.2. Try to changeLet the students change the words into their comparative and superlative.3. Have a guessLet the students read the sentences and guess the meaning.4. Try to writeLet the students compare the class profile. Finish the exercises in the English book.5. A group workAsk the students to make groups of four. First finish their group profile, then make a report.V. Homework1. Read the words on P11 and remember the rules of comparative and superlative adjectives.2. Write a short passage to introduce your family. (Please use some comparative and superlative adjectives.)8A Unit 1 Friends Integrated skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. understand some new words and expressions and learn to use them;2. catch the key points from the listening materials;3. learn to talk about future plans and friends.II. Teaching contents1. New words and phrases: meet different people, make friends, listen to people carefully, heippeople with their problems, travel around the world, our future plans,be a social worker, learn more about art2. New structures: I would like to be a social worker when I grow up.I am always kind to people.I will be happy if I can make other people happy.I want to be as famous as he is.Who’s the boy/girl on the left/next to Peter?III. Focus of the lesson and predicted area of difficultyGet specific information from listening materials.Talk about future plans.IV. Teaching proceduresA Future plansStep1 Lead-in1. Enjoy a song “My Dream Job”.2. Free talkWhat do you want to do when you grow up?3. Play a guessing game: I would like to be ...Show some phrases and expressions about five different people’s personalities, hobbies, abilities, dreams and ask the students to guess their future plans.Step 2 Listening1. Listen and and complete Part A1 (Task 1 Listen and tick)(1) What would Nora like to do when she grows up?Tip: find out the key words.(2) Teach the new phrase “social worker”Teacher shows some pictures about social workers, tells the students that social workers work to help people live a better life and they help to solve different problems.2. Read and complete Part A2 (Task 2 Read and write)Tip: use the information in A1.3. Listen and complete Part A3 (Task 3 Listen and complete)(1) Listening skills: predicting before listening; writing parts of the words; listening for keywords.(2) Introduce Xu Beihong and his paintings.Explain the phrase “beautiful works of art”.Step 3 Consolidation1. A short summary: How can we make future plans?Use four sentences in the diary to help students conclude that we should think about our personalities, hobbies, abilities, dreams and so on.2. Make a survey (Task 4 Make a survey)(1) The teacher asks the students to tell the future plans in groups of four with the help ofmodels. The students may also ask some questions.(2) The teacher asks the students to take notes and fill in a form while listening.T shows the listening skills at the same time.(3) The teacher asks the students to make a report about their group members’ future plans tothe whole class. The teacher gives some sentences as a help.B Speak up: What’s he like?Step 1 Presentation1. Read the pictures(1) T shows the pictures of Helen and Sandy and asks who Sandy is.(2) Introduce the sentences: Sandy is the girl on the right.Sandy is the girl with glasses/a ponytail.(3) Teach the new word “ponytail”.2. Listen and fill in the form (Task 5 Listen and answer)Who are they? What’s he/she like?3. Read the dialogue (Task 6 Read aloud in different ways)Pay attention to linking and loss of blasting.Step 2 ConsolidationTalk about our own friends (Task 7 Talk about your own photos)The teacher asks the students to bring some pictures of their own friends or families to class, exchange the photos and discuss about them, using the dialogue as a model.Step 3 ConclusionThe teacher shows a photo of Steve Jobs, introduces his advice for success:You’ve got to find what you love.The only way to do great work is to love waht you do.Stay hungry, stay foolish.V. Homework1. Revise the new words and phrases.2. Ask more friends about their future plans and write a short passage.8A Unit 1 Friends Study skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know how to use the vocabulary tree to remember the new words;2. draw the vocabulary tree;3. try to draw the knowledge tree to remember the knowledge.II. Teaching contentsHow to remember words quickly.III. Focus of the lesson and predicted area of difficultyDraw the vocabulary tree.IV. Teaching proceduresStep 1 Lead-in1. Ask and answerThe teacher shows four figures of different professionals and writes down the key words on the blackboard.T: What’s he/she? What does he/she look like? What’s his/her feeling?2. Try to rememberGive the students one minute to remember the words on the blackboard. Then let the students try to say the words as many as possible.Step 2 Presentation1. Present the method to remember wordsThe teacher introduces a good method to remember the words quickly. Lead the students to put the words into different groups.2. Try to drawTeach the students how to draw a vocabulary tree.We need 4 or 5 steps. The steps are:Put the words into different.Draw a tree.Write the group names on the branches.Write down the words on the leaves of each branch.Draw pictures if necessary.3. Do the exerciseLet the students open their books at Page 15 to complete the vocabulary tree in their books. First ask the students to do it by themselves and then check the answers together.Step 3 Practice2.Ask and answerAsk some questions about our friend Eddie, such as “what’s Eddie’ hobby?”. Let the students say the names of some food and drinks.2. Group the wordsLet the students put the words about the food into different groups.3. Draw a vocabulary treeLet the students draw a vocabulary tree about the food and drinks.Step 4 ExpansionThe teacher introduces the knowledge tree. Lead the students to draw the knowledge tree about the knowledge of unit 1. They can draw the trees in different ways.V. Homework1. Put the words in Unit 1 into different groups.2. Try to draw a vocabulary tree.8A Unit 1 Friends TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. write an article about their best friends;2. understand the five steps of writing (prewrite-write-revise-edit-publish);3. work in pairs, assess and reflect after writing.II. Teaching contents1. New words and phrases: dark brown, both …and …, have a round face, smiling eyes, lookreally pretty and kind, have a smile on her face, work with children.2. New structure: Kate is both my neighbour and my best friend.She always has a smile on her face and looks happy.I think she will make an excellent teacher.III. Focus of the lesson and predicted area of difficultyWrite an article about best friends.Learn the five steps of writing.IV. Teaching proceduresStep1 Lead-inBrainstorm: What would you like to write about your friend?T: Teenagers magazine is inviting teenagers to write about their best friends for the writing competition.Step2 Presentation1.Read and answerStudents read the article and answer five questionsW ho’s Daniel’s best friend?When did Daniel first meet her?What does she look like?What’s she like?What would she like to be when she grows up?2.Show the structure of the article3.Read each paragraph carefully(1) Para 1 IntroductionWhich sentence can we use in our article?(2) Para 2 LooksWhich sentence tells the main idea? Find the details about her looks. Teacher concludesthat we should tell the figure and distinguishing features.(3) Para 3 PersonalityWhat is she like? Students try to find the topic sentences and the supporting details, andteacher points out supporting details can help the reader understand the personality.(4) Para 4 Future plansWhich sentence can we use in our article?Step 3 Writing1. How to writeShow the five steps of writing; point out that we should write step-by-step.(1) Prewriting—choose a topic and collect detailsa. Ask students to use words to help readers “see” who they are describing.Show four portraits and invite the students to describe their looks, giving a word list and a structure as a help.b. Ask students to use sentences to help readers understand the personality better. Askstudents to match the personality with supporting details. Encourage the students to say something more about the other personalities.(2) Writinga. write a first draft: a beginning + a middle + an endingb. Show the model draft and analyze the structure of it.(3) Revising—improve your writinga. Talk with a partner.Show the response sheet. Ask students to work in pairs—one reads the writing out aloudand the other team members listen carefully and tell what they like and ask questions.b. Rewrite parts.Ask students to make three sentences better.Give two tips: use specific words; use sentences of different lengths.(4) Editing—check for errorsInvite the students to check the article for punctuation, capitalization, grammar error andspelling.(5) Publishing—share your writingShow the final copy.Give two tips: use your best handwriting; indent the first line of each paragraph.2. Assessment(1) How to assess the final copy(2) Reflecting on your writingReflect by answering three questions.The best part of my article is:The part that still needs work is:The next time I write a descriptive article, I would like to:3. Write an article(1) The advantages of writingShow the advantages of writing: exercise your brain, learn m ore about yourself, share with others, have fun. Encourage the students to write more.(2) Write an articleAsk students to write their own article about their friends.V. Homework1. Revise your article.2. Choose the best articles and put them on the wall.。
《8A Unit 1 Friends》Period 2 Reading（ 1）Title (课题)FriendsReading (1)Type(课型)新授课Period(课时)2理论支持1.多元智能理论认为多元情境化教学策略是激发学生学习兴趣的有效办法。
运用多元情境化教学策略，将英语课的导入多样化，使教学内容很快就调动起学生的多种智能，引发学生的思考。
2.建构主义学习理论强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。
3.根据叶澜的“课堂生命说”，只有把课堂教学改革的实践目标定在探索、充满生命活力的教学上，学生才能获得多方面的满足和发展，教师的劳动才会显现出创造的光辉和人性的魅力。
Aims and demands (教学目标)A: Knowledge (语言知识)1. To recognize and understand vocab ulary about the appearance, personality and abilities of our friends.2. To know the main idea of Reading.B: Language skill (语言技能)To describe some friends of ours.C: Feeling (情感态度)1. To foster the students’ correct cognition on friends.2. To treasure friendship between friends.Key points and difficulties(教学重、难点)Teaching Methods (教学方法)1. Situational method of teaching2. Task-based teaching methodAids:课前准备（教具、活动准备等）1. Multimedia.2. A projector3. Pre-reading and learn about the main ideas.教学设计课前延伸（预习）1.听磁带，预习Reading部分的生词。
8A Unit1 Friends单元内容：本单元主要围绕Friends这一话题复习了对人物介绍这一交际话题，并进行了词汇上的拓展，描述任务外貌和性格的。
同时，对形容词的比较级和最高级这一语法运用进行学习和操练。
比较级和最高级是初中语法比较重要的一块，放在本单元由朋友的话题引入，学生有话讲，有兴趣讲。
本单元Study skills 介绍了如何更好的记忆单词的一种方法-分类记忆。
最后的Task也是相关内容，my best friend，学生写起来便更得心应手。
Comic strip& Welcome to the unit一、学习目标：知识目标：掌握四会单词，词组和句型能力目标：1）学会用与“朋友”相关的单词与词组描述朋友的品质2）明确本单元的中心任务情感目标：1）通过学习有关“朋友”品质的表达来加深对朋友的认识2）通过小组间的有效活动激发学生对朋友的了解二、学习重点：学会用表示朋友品质的单词与词组来描述自己的朋友三、学习难点：理解并正确运用与朋友品质相关的单词与词组四、教学策略：教师可以先用话题引导，让他们对描述他人产生兴趣。
出示一下他们感兴趣并熟悉的任务图像。
教师引导学生，共同从姓名性别年龄等，再到外貌，到性格方面描述。
之后让学生尝试。
可以采取小组合作的方式，最后再在全班汇报展示。
Reading(1)一、学习目标:知识目标：初步理解与本单元主题相关词汇能力目标：通过阅读了解文中所出现的三个好友的基本情况；理解用形容词来描述朋友外貌和个性品质的语篇。
二、学习重点：会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与个性特征的主要信息。
三、学习难点：学会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与个性特征的主要信息。
四、教学策略：小组合作和自主探究解决问题。
Reading(2)一、学习目标:知识目标：词汇：学会运用本课时的四会单词和重点词组句型She is as slim as I am. He is the tallest boy in my class.能力目标：学会用本课所学的主要词汇、句型介绍自己最好的朋友。
