第第頁人教PEP版（2024）英語四年級上冊Unit2Myfriends單元教學(xué)設(shè)計PartALet’stalkSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）1Topic（課題）Unit2MyfriendsPartALet’stalkType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthe"Let'sTalk"sectionofPartA,centeringonconversationsaboutdescribingfriends'appearancesandpersonalities.Keysentencesinclude"What'shelike?"andresponseslike"He'stallandfriendly."Itintroducesadjectivessuchastall,short,friendly,andfunny.How:Studentslearnthroughlisteningtodialogues,analyzingsentencestructures,andpracticinginpairs.Visualaidslikepicturesofdifferent-lookingkidsandrole-playactivitieshelpthemunderstandandusethetargetlanguageincontext.Why:Itaimstoenablestudentstotalkabouttheirfriends'characteristicsinEnglish,enhancetheirdescriptiveskills,andfosterpositivecommunicationaboutothers,layingafoundationforsocialinteractionsinlanguagelearning.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Understandandusekeysentences"What'she/shelike?"and"He's/She's..."withadjectivestodescribefriends.2.

Masteradjectives:tall,short,friendly,funnyandusetheminsimpledescriptions.3.

BewillingtoshareinformationaboutfriendsinEnglishconversations.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learntousethesentencepattern"What'she/shelike?"anddescriptiveadjectives.Difficultpoint：Correctlymatchadjectiveswithgenders(He's/She's).Teachingaids（教學(xué)準(zhǔn)備）1.

Picturesofchildrenwithdifferentappearancesandpersonalities(tallboy,friendlygirl,etc.)2.

Audiorecordingofthe"Let'sTalk"dialogueTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"Weallhavefriends.Today,let'slearntotalkaboutwhatourfriendsarelikeinEnglish."Showapictureoftwokidslaughingtogether,ask"Doyouhavefriendslikethem?Whatareyourfriendslike?"Letstudentssharesimpleideas,thenadd,"Let'sfindouthowtodescribefriendsproperly."Presentation（呈現(xiàn)）Playthe"Let'sTalk"dialogueaudiotwice:first,letstudentsgetthemainidea;second,askthemtofocusonhowfriendsaredescribed.Writekeysentences"What'shelike?"and"He'stallandfriendly."ontheboard.Underlineadjectivesandexplaintheirmeanings:"tall"means"havingmorethanaverageheight";"friendly"means"nicetoothers".Showapictureofashort,funnygirl,ask"What'sshelike?"andguidestudentstoanswer"She'sshortandfunny."Demonstratepronunciationofeachword,theninvitestudentstorepeat,correctingstresson"friendly"and"funny".Practice（操練）Pairwork:Studentstaketurnsaskingeachotherabouttheirfriends.Onesays,"Ihaveagoodfriend.What'shelike?"Theotherrespondswith"He's..."usingtheadjectives.Forexample,"He'sfunnyandtall."Walkaroundtoassist,remindingthemtouse"He's"forboysand"She's"forgirls,andencouragingvariedadjectives.Consolidation（鞏固）Organizea"GuessMyFriend"game:Inviteastudenttothefront,describeoneoftheirfriendswithoutnamingthem(e.g.,"She'sshortandfriendly.Shelikessmiling.").Theclassguesseswhoitis.Ifcorrect,theguessergetsachancetodescribetheirfriend.Thisactivitymakespracticelivelyandreinforcestheuseoftargetsentencesandadjectives.Homework（作業(yè)）Level1(Basic)Listentothe"Let'sTalk"dialogueandrepeatit3times.Level2(Intermediate)Describeonefriendtoafamilymemberusing"He's/She's...".Level3(Advanced)Write2sentencesaboutafriend'sappearanceorpersonality.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswereenthusiasticabouttalkingabouttheirfriends,whichmadethelessonengaging.Mostcouldusebasicadjectivesandthe"What'she/shelike?"sentencepattern,butsomemixedup"tall"and"short"whendescribing.Afewstruggledtoremember"friendly"andoftenreplaceditwithsimplerwords.The"GuessMyFriend"gameeffectivelymotivatedparticipation,butsomedescriptionsweretoovague.Inthenextlesson,I'lladdmorepicture-basedpracticetoclarifyadjectivemeaningsandprovidesentenceframestohelpstudentsdescribemorespecifically.

Unit2MyfriendsPartALet’slearnSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）2Topic（課題）Unit2MyfriendsPartALet’slearnType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthe"Let'sLearn"sectionofPartA,introducingvocabularytodescribefriends'appearancesandtraits,suchasstrong,thin,clever,helpful,andquiet.Italsoteachesusingtheseadjectivesinsentenceslike"Myfriendisstrong."How:Thelessonusespicturecards,audiorecordings,andinteractivegamestopresentnewwords.Studentspracticepronunciationthroughrepetition,thenapplythevocabularyinpairdiscussionsandsentence-makingactivities.Why:Itaimstoexpandstudents'vocabularyfordescribingothers,enablingthemtotalkaboutfriendsinmoredetail.ThisenhancestheirdescriptiveskillsandhelpsbuildpositivecommunicationaboutpeersinEnglish.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Masteradjectives:strong,thin,clever,helpful,quiet.2.

Usetheadjectivestomakesentencesdescribingfriends,e.g.,"Lilyishelpful."3.

Participateactivelyinvocabularygamesanddiscussionsaboutfriends.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learnandusethenewadjectivestodescribefriends.Difficultpoint：Distinguishbetweensimilaradjectives(e.g.,quietvs.shy).Teachingaids（教學(xué)準(zhǔn)備）1.

Picturecardswithadjectives(e.g.,astrongboy,aquietgirl)2.

AudiorecordingsofthevocabularywordsandexamplesentencesTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"Lastclass,welearnedtoaskaboutfriends'traits.Today,we'lllearnmorewordstodescribehowfriendslookandact."Showapictureofacleverboysolvingapuzzle,ask"Whatwordcanweusetodescribehim?"Letstudentsguess,thenintroduce:"We'lllearnthesenewwordsandusethemtotalkaboutfriends."Presentation（呈現(xiàn)）Showthe"strong"picturecard:aboyliftingaheavybook.Saythewordslowly,explain"Strongmeanshavingalotofpower,"andmimicliftingsomethingheavy.Dothesameforotherwords:"thin"(agirlwithaslimbuild,"thinmeansnotfat");"clever"(akidansweringaquestionquickly,"clevermeanssmart");"helpful"(astudenthelpingaclassmate,"helpfulmeanslikingtohelpothers");"quiet"(agirlreadingsilently,"quietmeansnottalkingmuch").Playtheaudioofeachword,pausingtoletstudentsrepeat,focusingonstress(e.g.,"HELPful"not"helpFUL").Then,writesentencesontheboard:"Tomisstrong.""Annaisquiet."Explainthestructure(Name+is+adjective),anddemonstratewithanewexample:pointtoapictureofahelpfulgirlandsay"Lisaishelpful."Invitestudentstomaketheirownsentencesusingthecards,correctingpronunciationandwordchoiceasneeded.Practice（操練）Pairwork:Studentstaketurnsshowingeachotherthepicturecardsandsaying,"Thisismyfriend.He's/She's..."Thepartnerrespondswithanotheradjective,e.g.,"He'sstrongandclever."Walkaroundtoassist,encouragingthemtouseallfiveadjectives.Consolidation（鞏固）Play"AdjectiveBingo":Preparebingocardswiththefiveadjectives.Calloutaword(e.g.,"quiet")andshowthecorrespondingpicture.Studentsmarkthewordontheircardsiftheyhaveit.Thefirsttomarkthreeinarowshouts"Bingo!"anddescribesafriendusingthosethreewords.Thisreinforcesvocabularyrecognitionandapplication.Homework（作業(yè)）Level1(Basic)Readtheadjectivesaloud5timesandcopythemtwice.Level2(Intermediate)Describe2friendsusingthenewadjectivestoaclassmate.Level3(Advanced)Write3sentencesaboutafriend,usingatleast2newadjectives.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswereengagedwiththepicturecards,whichhelpedthemconnectwordstomeanings.Mostcouldpronouncetheadjectivescorrectlyandusetheminsimplesentences.However,someconfused"quiet"with"shy"and"clever"with"funny,"showinganeedformorecontrastexamples.The"AdjectiveBingo"gamewaspopularbutneededmoreroundstoensureallstudentspracticed.Inthenextlesson,I'llcomparesimilaradjectiveswithpicturesandaddsentence-makingdrillstostrengthenusage.

Unit2MyfriendsPartALet’sspellSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）3Topic（課題）Unit2MyfriendsPartALet’sspellType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessoncentersonthe“Let’sSpell”partinUnit2,focusingonthelettercombination“sh”.Ithelpsstudentsgraspthe/?/soundinwordslike“shell”,“share”,“shoo”,etc.Throughlisteningtothestorydialogue,doing“Read,listenandnumber”,and“Look,listenandwrite”activities,studentswillrecognize,pronounce,andspellwordswith“sh”correctly.How:First,usethestory-basedaudio“Listenandrepeat.Thenreadthestoryaloud.”toletstudentsperceivethe/?/soundincontext.Then,with“Read,listenandnumber”,reinforcewordrecognition.Finally,“Look,listenandwrite”helpsapplyspelling.Chantingthestoryandinteractivespellingtasks(likematchingpicturesandwordswith“sh”)willdeepenlearning.Why:Masteringthe“sh”pronunciationruleenablesindependentreadingandspellingofrelatedwords.Thisbuildsafoundationforexpandingvocabulary,improvingreadingfluency,andbetterunderstandingword-buildinginfutureEnglishlearning.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Recognizethe“sh”lettercombinationandits/?/soundinwordslike“shell”,“share”,“shoo”.2.

Spellwordswith“sh”accuratelybyapplyingthepronunciationrule,finishingtaskslike“Look,listenandwrite”correctly.3.

Activelytakepartinphonicsgames(e.g.,“SpellandMatch”with“sh”words)andstorychantingtopracticethetargetsound,enhancingphonicsawareness.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Masterthe“sh”pronunciationrule(/?/sound)andspellrelatedwords(e.g.,“shell”,“share”,“fish”,“ship”)accurately.Difficultpoint：Distinguish“sh”fromotherlettercombinationswithsimilarsounds(e.g.,“ch”)inquicklisteningandspelling.Teachingaids（教學(xué)準(zhǔn)備）Lettercardsfor“s”,“h”andwordcardswith“sh”(shell,share,shoo,fish,ship,shop,English);picturecardsmatchingthesewords(e.g.,ashellpicturefor“shell”).Teachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentswarmly:“Goodmorning/afternoon,kids!We’velearnedadjectivestodescribefriendsbefore.Today,we’llmeetsomeseacreaturesandfindaspecialsoundintheirwords.”Write“shell”and“share”ontheboard,underline“sh”.Ask:“What’sthesameinthesetwowords?”Guidethemtonoticethe“sh”combination.Thensay,“We’lllearnhow‘sh’soundsandhowtospellsuchwords.Let’sstartourphonicsjourney!”Presentation（呈現(xiàn)）1.

Playtheaudioof“Listenandrepeat.Thenreadthestoryaloud.”Letstudentslistenfirst,focusingonthe/?/sound.Playitagain,andaskthemtorepeatthewords:“shell”,“share”,“shoo”.Holdup“s”and“h”cards,combinethemtoshow“sh”,andexplain:“When‘s’and‘h’standtogether,theymakethe/?/sound,likein‘shell’.”2.

Writethestorywordsontheboard:“shell”,“share”,“shoo”,“fish”.Underline“sh”ineach.Practiceblending:“s-h→sh;sh-ell→shell...”.Playaself-madephonicschantabout“sh”(e.g.,“Sh,sh,listentome.Shell,share,shoo,fish./?/,/?/,that’sthesound.Shmakeswordsallaround.”),andhavestudentschantalongtoarhythm.Showapictureofa“l(fā)oudboy”saying“Shoo!”,ask:“What’shesaying?Spell‘shoo’bysoundingouteachletter.”Guidethemtospell“shoo”stepbystep.Practice（操練）“Read,listenandnumber”activity:Playtheaudio,havestudentslistenandnumberthewords(English,fish,share,she,ship,shop)intherightorder.Afterfinishing,checkasaclass.Askvolunteerstoreadthewords,emphasizingthe/?/sound.Consolidation（鞏固）“Look,listenandwrite”task:Playtheaudiofor“Truefriends______.Tallor______,strongornot,theyhelpeachother.”.Havestudentswritethemissing“sh”-containingwords(e.g.,“share”;“short”–though“short”has“sh”too,fittingthecontext).Thencheckanswerstogether,andhavestudentsreadthecompletesentence,stressingthe/?/sounds.Homework（作業(yè)）Level1(Basic)Readthe“sh”wordsandcopythem.Level2(Intermediate)Listentothephonicschantandchantalong,recordingthemselves.Level3(Advanced)Write3sentencesusing“sh”wordstodescribetheseacreaturesinthestoryoryourownfriends.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswereexcitedaboutthephonicsstoryandgames,makingthelessoninteractive.Mostcouldrecognizethe/?/soundin“sh”wordsandspellsimpleoneslike“shell”.However,someconfused“sh”withsimilar-soundingcombinations(e.g.,mixingup“sh”and“ch”inquickspelling)andstruggledwithlongerwordslike“English”.Theblendingpracticehelped,butafewneededmoretimetobreakdownwordsintosyllables.Inthenextlesson,I’llcompare“sh”with“ch”usingclearexamplesandaddmorepicture-basedspellingtaskstoreinforcetheconnectionbetweensoundsandletters.

Unit2MyfriendsPartBLet’stalk&Let’slearnSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）4Topic（課題）Unit2MyfriendsPartBLet’stalk&Let’slearnType（課型）NewLessonTextanalysis（語篇研讀）What:ThislessonintegratesPartB's"Let'sTalk"and"Let'sLearn",focusingonnewadjectivesforfrienddescriptions(kind,brave,creative,polite)andthesentencepattern"What'syourfriendlike?He/Sheis...".Itconnectsconversationsandvocabularytodiscussfriendsindepth.How:Throughdialoguelistening,vocabularypicturecards,role-plays,andpairdiscussions,studentsfirstlearnnewadjectives,thenmasterthequestion-answerstructure,andfinallycombinebothinreal-lifeconversations.Interactivegamesreinforceusage.Why:Itaimstoexpanddescriptivevocabulary,enablestudentstotalkaboutfriends'traitsindetail,andenhancetheirabilitytocommunicatepositivelyaboutpeersinEnglish.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Masternewadjectives:kind,brave,creative,polite.2.

Use"What'syourfriendlike?"and"He/Sheis..."todiscussfriends'traits.3.

Combinenewwordsandsentencesinmeaningfulconversationsaboutfriends.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learnnewadjectivesandusethetargetsentencepatternfluently.Difficultpoint：Choosingappropriateadjectivestomatchfriends'actualtraits.Teachingaids（教學(xué)準(zhǔn)備）1.

Picturecardsoftraits(akindgirlhelpingothers,abraveboy)2.

Audioofthe"Let'sTalk"dialogueandvocabularypronunciationsTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"Lastclass,welearnedtospell'ou'words.Today,let'slearnmorewordstodescribehowfriendsact—likebeingkindorbrave!"Showapictureofapoliteboygreetingateacher,ask"Howwouldyoudescribehim?"Letstudentsguess,thenintroduce:"We'lllearnthesewordsandtalkaboutfriends."Presentation（呈現(xiàn)）First,introducenewadjectiveswithpicturecards:Holdup"kind"andexplain,"Akindpersonisniceandhelpsothers—likesharingtoys."Dothesamefor"brave"(notafraidofchallenges),"creative"(goodatmakingnewthings),and"polite"(says"please"and"thankyou").Playtheaudioofeachword,pausingforstudentstorepeat,focusingonstress(e.g.,"PO-lite"not"po-LITE").Thenplaythe"Let'sTalk"dialogue,whichuses"What'syourfriendlike?She'screative."Ask,"Whatadjectivedescribesthefriend?"Writethesentencepatternontheboard,underlinekeyparts,anddemonstratewitha"brave"picture:"MyfriendTomisbrave.What'syourfriendlike?"Invitestudentstorespond,correctingpronunciationandwordchoice.Practice（操練）Pairwork:Studentstaketurnsasking"What'syourbestfriendlike?"andansweringwith2-3newadjectives,e.g.,"She'skindandcreative."Thentheyaddareason:"Shesharesherbooksanddrawsnicepictures."Walkaroundtoassist,suggestingadjectivesifstudentsstruggleandpraisingspecificdescriptions.Consolidation（鞏固）Organizea"FriendTraitBingo":Createbingocardswiththenewadjectives.Readascenario(e.g.,"Thisfriendsays'thankyou'totheteacher"),andstudentsmarkthematchingadjective("polite").Thefirsttogetalineshouts"Bingo!"anddescribesafriendwiththattrait.Thisconnectswordstorealbehaviorsandreinforcesunderstanding.Homework（作業(yè)）Level1(Basic)Readthenewadjectives4timesandcopythemtwice.Level2(Intermediate)Describeafriend'straittoafamilymemberusingoneadjective.Level3(Advanced)Write3sentencesaboutafriend,using2newadjectives.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentsshowedinterestinthetraitadjectives,especiallyconnectingthemtofriends'realbehaviors.Mostcouldpronouncethewordscorrectlyandusethesentencepattern,butsomemixedup"creative"and"brave"indescriptions.Thepairworkwasactive,butafewneededhelpchoosingadjectives,somoreexamplesentenceswouldhelp.Thebingogameeffectivelyreinforcedwordmeanings,butnexttimeI'lladdadrawingactivity—studentsdrawafriendandlabeltraits—tomakelearningmoreengaging.Overall,thelessonachievedvocabularyandcommunicationgoals.

Unit2MyfriendsPartBReadandwriteSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）5Topic（課題）Unit2MyfriendsPartBReadandwriteType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthe"ReadandWrite"sectionofPartB,featuringashortpassageaboutastudentintroducingtheirbestfriend,Lily.Itincludeskeysentenceslike"Lilyiskindandhelpful"and"Shelikesdrawing"andrequiresstudentstoreadfordetailsandwriteasimilarintroduction.How:Studentsfirstreadthepassagetoidentifymainideasanddescriptivedetailsthroughguidedquestions.Then,theypracticewritingabouttheirownfriendsusingthepassageasamodel,withteacherfeedbackongrammar,spelling,andadjectiveusage.Why:Itaimstoimprovestudents'readingcomprehensionoffriend-relatedtextsandenhancetheirabilitytoexpresspersonaldescriptionsinwriting,strengtheningtheconnectionbetweenoralandwrittencommunication.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Understandthemaincontentofthe"ReadandWrite"passageandanswerdetailquestionsaboutLily.2.

Writeashortparagraphintroducingafriendusingadjectivesandsimplefacts.3.

Developconfidenceinreadingshortdescriptivetextsandwritingaboutpersonalexperiences.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Readthepassagefordetailsandwriteafriendintroductionwithadjectives.Difficultpoint：Organizingideaslogicallyinwriting(e.g.,traitsfirst,thenhobbies).Teachingaids（教學(xué)準(zhǔn)備）1.

Printedcopiesofthe"ReadandWrite"passageforstudents2.

Samplewritingtemplate:"Myfriendis____.He/Shelikes____."Teachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"We’velearnedmanywordstodescribefriends.Today,we’llreadaboutagirlnamedLilyandhowherfrienddescribesher,thenwriteaboutyourownbestfriend!"ShowapictureofLilyfromthepassage,ask"WhatdoyouthinkLilyislike?"toarouseinterestinreading.Presentation（呈現(xiàn)）Distributethepassageandreaditaloudslowly,pausingtoexplainnewphrases(e.g.,"getsalongwell"means"isfriendlytogether").Askstudentstofollowalongwiththeirfingers.Afterreading,askcomprehensionquestions:"WhatadjectivesdescribeLily?""WhatdoesLilylikedoing?"Writekeysentencesontheboard:"Lilyiskind.Shelikesdrawing."Explainthatgooddescriptionsincludetraitsandhobbies.Showthesampletemplate,fillitinwithLily’sdetails,andhighlightadjectivesandverbs.Then,modelwritingaboutyourownfriend:"MyfriendAmyisclever.Shelikesreadingbooks."Practice（操練）Studentsreadthepassageagainsilentlyandcomplete3shortanswerquestions:"IsLilyhelpful?""WhatdoesLilylike?""WhoisLily’sfriend?"Then,pairuptocheckanswers.Next,guidethemtofillinthesampletemplatewiththeirownfriend’sname,1-2adjectives,andahobby.Walkaroundtohelpwithspelling(e.g.,"likes"not"like"forthirdperson)andadjectivechoice.Consolidation（鞏固）Organizea"FriendShare"activity:Invite4-5studentstoreadtheirwritingaloud.Theclasslistensandgivesonecompliment,e.g.,"Ilikeyouradjective'creative'!"Then,havestudentsexchangepaperswithapartnertocheckforcapitallettersandperiods,marking"??"forgoodsentences.Homework（作業(yè)）Level1(Basic)Copy3sentencesfromthepassagethatdescribeLily.Level2(Intermediate)Write2sentencesaboutafriend’straitand1abouttheirhobby.Level3(Advanced)Expandyourwritingto4sentences,addinghowyouplaywithyourfriend.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentsfocusedwellduringthereadingactivity,andmostcouldanswerdetailquestionscorrectly.Writingpracticewentsmoothly,withmostusingadjectivesfrompreviouslessons,butsomerepeatedthesamewords(e.g.,"kind"usedbymany).Afewstruggledwiththird-personverbs,writing"Shelike"insteadof"Shelikes".The"FriendShare"activityboostedconfidence,butsomestudentsneededpromptstospeakloudly.Inthenextlesson,I’llprovidealistofvariedadjectivesandaddagrammardrillon"likes"vs."like"toimproveaccuracy.Overall,studentsmadeprogressinconnectingreadingtowritingaboutpersonalexperiences.

Unit2MyfriendsPartCProject&ReadingtimeSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）6Topic（課題）Unit2MyfriendsPartCProject&ReadingtimeType（課型）NewLessonTextanalysis（語篇研讀）What:ThislessonintegratesCPart'sProjectandReadingTimearound"MyFriends".ReadingTimeincludesapassageaboutdifferentstudentsintroducingtheirfriends'traitsandhobbies,withwordslike"trust"and"support".TheProjectrequiresgroupstocreatea"FriendBook"withdrawingsandEnglishdescriptionsofeachmember’sfriend.How:Studentsfirstreadthepassagetolearnhowtostructurefriendintroductions,thenworkingroupstodesigntheirbooks.Itcombinesreadingcomprehensionactivities,vocabularyreviews,andcreativewriting/drawing,endingwithgrouppresentationsoftheirbooks.Why:Itaimstoconsolidatedescriptivevocabularyandwritingskills,fosterteamworkthroughcollaborativecreation,andhelpstudentsappreciatefriendshipbysharingandcelebratingtheirfriendsinEnglish.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

UnderstandtheReadingTimepassage,grasphowtointroducefriends'traitsandhobbies.2.

Collaboratetocreatea"FriendBook"with4-5entries,eachwithanEnglishdescription.3.

Presentthebooktotheclass,usingsimpleEnglishtointroduceoneentry.Keyanddifficultpoints（教學(xué)重難點）Keypoint：UnderstandthepassageandcreateafriendbookwithEnglishdescriptions.Difficultpoint：Writingclear,correctdescriptionsforthebookentries.Teachingaids（教學(xué)準(zhǔn)備）1.

ReadingTimepassageprintouts,reviewcardsofadjectives(kind,brave,etc.)2.

Blank"FriendBook"templates,coloredpencils,markersTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"We’