Unit8Let’sCommunicate!（SectionA1a-2）Period1教學(xué)設(shè)計(jì)Unit8Let’sListeningandPronunciation課題SectionA1a-2Period1單元2025年秋人教版英語年級課型Communicate!八年使用教材備課人級上復(fù)備人本課圍繞“交流方式及相關(guān)表達(dá)”展開，以“Howdowecommunicate?”為主題，引導(dǎo)學(xué)生識別不同交流形式，運(yùn)用恰當(dāng)句型談?wù)摻涣鲌鼍凹拔磥碛?jì)劃。1a通過匹配交流方式與圖片（如“talkfacetoface”“sendtextmessages”等），激活與交流相關(guān)的詞匯儲備；學(xué)習(xí)內(nèi)容分析1b-1c為聽力訓(xùn)練，圍繞不同交流場景的對話，捕捉關(guān)鍵信息（如交流方式、人物關(guān)系、時間地點(diǎn)等）；1d-2a聚焦口語輸出，通過模仿對話、創(chuàng)編邀請場景對話，強(qiáng)化“if條件句+將來時”的運(yùn)用。此外，語音部分涉及輔音連綴及詞尾音節(jié)發(fā)音（如/-pl/“apple”、/-kl/“uncle”等），結(jié)合交流相關(guān)詞匯提升發(fā)音準(zhǔn)確性。八年級學(xué)生已掌握日常交流的基礎(chǔ)詞匯，對不同交流方式有生活體驗(yàn)，但對“if條件句+將來時”的連貫使用（如“Ifyoucome,Iwillshowyouaround.”）及交流場景的邏輯表達(dá)不足。學(xué)情分析學(xué)生對真實(shí)交流場景興趣較高，但在聽力中抓取交流方式細(xì)節(jié)和人物關(guān)系方面需強(qiáng)化。部分學(xué)生易混淆詞尾相似音節(jié)發(fā)音（如/-pl/與/-kl/），且對輔音連綴的發(fā)音規(guī)則掌握不牢固。語言能力：能識別并運(yùn)用“talkfacetoface”“sendtextmessages”等短語描述交流方式；掌握句型“If...,Iwill...”;“Howdoyoucommunicatewith...?”；理解并區(qū)分詞尾音節(jié)（如/-pl/、/-kl/）及輔音連綴的發(fā)音。學(xué)習(xí)能力：通過聽力訓(xùn)練提升交流場景信息捕捉能力；在對話練習(xí)中學(xué)會合作交流，梳理交流場景的邏輯依據(jù)。學(xué)習(xí)目標(biāo)思維品質(zhì)：能分析不同交流方式的適用場景，理性表達(dá)對交流方式的看法；通過辨析發(fā)音差異，培養(yǎng)細(xì)節(jié)觀察能力。文化意識：了解不同交流方式在跨文化場景中的應(yīng)用，認(rèn)識“有效交流的重要性”，培養(yǎng)尊重多元交流文化的意識。學(xué)習(xí)重點(diǎn)使用“if條件句+將來時”談?wù)摻涣鲌鼍凹拔磥碛?jì)劃。如："IfyouvisitChina,Iwillshowyouaround.","Ifhecomes,wewilltalkfacetoface.","Howdoyoucommunicatewithyourfriends?Ioftensendthemtextmessages."1.準(zhǔn)確運(yùn)用“if條件句+將來時”描述連貫的交流場景（e.g.,"IfIhavefreetime,Iwillmakeavideocall.Myfriendwilltellmeabouthistrip."）；2.區(qū)分并正確發(fā)音含詞尾音節(jié)（如/-pl/“people”、/-kl/“article”）及輔音連綴的單詞；學(xué)習(xí)難點(diǎn)3.恰當(dāng)使用交流相關(guān)詞匯進(jìn)行對話（如“What'syourfavoritewaytocommunicate?Ilikemakingphonecallsbecauseit'squick.”）。Task-basedLanguageTeaching（TBLT）、CooperativeLearning、Audio-lingualMethod教學(xué)方法教學(xué)工具PPT、textbook、audiorecorder、wordcards（含交流詞匯、發(fā)音詞匯與音標(biāo)）、交流場景圖片（面對面交談、發(fā)信息、視頻通話等）教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動1.Showpicturesofdifferentcommunicationforms（talkingfacetoface,sendingtextmessages,makingvideocalls）andask："Howdopeoplecommunicateinthesepictures?Whichwaydoyouoftenuse?"2.Guidestudentstosharetheirideasandwritekeycommunicationwordsontheblackboard（e.g.,"textmessages","videocall"）.Lookatpictures,sharetheirfavoritecommunicationwaysStep1Leadinusingsimpleexpressions（e.g.,"Ioftensendtextmessagestomyfriends.""Myparentsmakephonecallstorelatives."）1.Presentthecommunicationwaysin1a（talkfacetoface,sendtextmessages,1.Finishthematchingtaskin1a.etc.）,leadstudentstoreadaloudand2.matchwithpictures.communicationwaysusingpriorDiscussdifferentStep2Pre-listening2.Askstudentstodiscusswithpartners：knowledge"Whichcommunicationwaydoyouexpressions.thinkismostconvenient?Why?"andsimple1.Playtherecordingoftheconversationsin1b,askstudentstocompletethetable（communicationway,relationship）.2.Playtherecordingagainfor1c,guidecompletethetablein1b.studentstoanswerquestionsabouttime,2.Listenagain,answerquestions1.ListentotherecordingsandStep3While-listeningplaceandplans.in1c,andcheckingroups.3.Checkanswersandemphasizekeystructures（if...will...）andcommunicationwords（rehearsal,pickup,visit）.1.Presenttheexampledialogueaboutinvitingafriend（e.g.,"IfyouvisitChina,Iwillshowyouaround.IfIgototheUK,Iwilltrylocalfood."）.2.Askstudentstopracticeinpairs,creatingtheirowndialoguesusing1b-1cinformation.Practicedialoguesinpairs,using"if...will..."andcommunicationwordstotalkaboutinvitationscenarios.Step4Post-listening1.Playtherecordingofpronunciationpart,askstudentstolistenandrepeatwordswithwordendings（/-pl/,/-kl/,/-tl/等）（e.g.,"people","uncle","little"）.2.Guidestudentstoaddmorewordstoeachgroup（e.g.,"possible"for/-bl/,"garden"for/-dn/）.1.Repeatwordsandsentencesaftertherecording.Step5Pronunciation2.Summarizepronunciationrulesfortargetwordendingsandpracticeintonationindialoguesnotice3.Playthesentencerecording,askstudentspronunciationtorepeatinandcommunicationdescriptions（e.g.,"Ifyousendamessage,shewillreplysoon."）.1.Leadcommunicationstructureandpronunciationrules.2.Assignworkbookexerciseson1a-2.studentstowords,reviewkey1.Retellkeylanguagepoints.Step6Summary&Practice"if...will..."2.Finishexercisestoconsolidatelearning.1.Finishthelisteningandmatchingexercisesin1a-2oftheworkbook.2.Write5sentencesaboutcommunicationplansusing"if...will..."（e.g.,"Ifmyfriendisfree,Iwillmakeavideocall.Wewilltalkaboutourholidays."）.家庭作業(yè)Unit8Let'sCommunicate!（SectionA1a-2）Keyphrases：Communicationways:talkfacetoface,sendtextmessages,makeavideocall,makeaphonecall,sendemails,usesignlanguageVerbs:communicate,show,visit,reply,inviteKeysentences：Howdoyoucommunicatewithothers?Ioften...IfyouvisitChina,Iwillshowyouaround.Whatwillyoudoifhecomes?Iwilltalktohimfacetoface.Pronunciation：板書設(shè)計(jì)/-pl/:apple,people/-kl/:uncle,article/-tl/:little,hospital/-bl/:able,possible/-gl/:eagle,single/-dl/:middle,noodle教學(xué)反思Unit8Let’sCommunicate!（SectionA2a-2e）Period2教學(xué)設(shè)計(jì)Unit8Let’sCommunicate!ListeningandSpeaking課題SectionA2a-2e單元年級課型使用教材八年級上2025年秋人教版英語備課人復(fù)備人本課圍繞“溝通場景中的策略選擇及邏輯表達(dá)”展開，通過Jason與教授關(guān)于“朋友間矛盾化解”的對話，強(qiáng)化“if條件句+建議句型”在實(shí)際溝通中的靈活運(yùn)用。2a-2b為對話理解與信息提取，聚焦核心溝通建議（如“面對面交流更有效”“避免短信溝通的隱患”）；通過細(xì)節(jié)閱讀梳理不同溝通方式的適用條件（如緊急情況、復(fù)雜問題的處理差異）；學(xué)習(xí)內(nèi)容分析2c-2e為口語實(shí)踐，通過角色演繹、溝通偏好調(diào)查（記錄不同對象的交流習(xí)慣）及情境對話創(chuàng)編，鞏固“Whichwaysuitsbetter?Howtosuggest?”“Ifyou...,it’sbetterto...”等詢問與建議句型，深化溝通場景與語言表達(dá)的關(guān)聯(lián)。學(xué)生已掌握基礎(chǔ)溝通詞匯及“if條件句”的簡單用法，但在“溝通策略與場景的匹配邏輯”（如“矛盾化解時為何優(yōu)先面對面交流而非短信”）上表述片面；對不同溝通方式的優(yōu)劣對比缺乏系統(tǒng)認(rèn)知，在角色扮演中難以自然融入場景化溝通技巧，需通過任務(wù)驅(qū)動強(qiáng)化邏輯表達(dá)能力。學(xué)情分析語言能力：能運(yùn)用“in-persontalk”“calmconversation”等短語描述具體溝通方式；掌握句型“Ifyouface...,it’sbetterto...”“Whichwayworksbetterfor...?Isuggest...because...”；理解對話中隱含的場景邏輯（如“溝通方式選擇需結(jié)合問題復(fù)雜度”）。學(xué)習(xí)能力：通過聽力訓(xùn)練提升關(guān)鍵建議的捕捉能力；在情境表演中學(xué)會合作創(chuàng)編對話，強(qiáng)化語言表達(dá)與溝通場景的適配性。思維品質(zhì)：教學(xué)目標(biāo)能從對話中歸納不同場景的溝通策略，培養(yǎng)分類梳理能力；通過對比溝通方式的適用條件，理性分析“有效溝通”的核心要素。文化意識：理解“恰當(dāng)溝通對維護(hù)人際關(guān)系的重要性”，體會“換位思考”在交流中的價(jià)值；尊重不同人群的溝通偏好，樹立多元溝通意識。用核心短語和句子從多維度（矛盾化解、求助、邀約場景）談?wù)摐贤ú呗裕骸癐n-persontalkisbetterformakingupwithfriends”“Ifyouhaveacomplexproblem,youshouldavoidtexting”“Callingworkswellwhenyouneedquickfeedback”教學(xué)重點(diǎn)1.準(zhǔn)確運(yùn)用“if條件句+建議句型”構(gòu)建連貫的溝通場景描述（如“Ifyourfriendisangry,you’dbettertalkfacetoface.Ithelpsshowyoursincerity.”）；2.清晰表達(dá)不同溝通方式的場景關(guān)聯(lián)（如“日常問候適合發(fā)消息，道歉則需面對面”）；教學(xué)難點(diǎn)3.角色表演中自然銜接建議內(nèi)容與邏輯解釋（如“Whynottext?Becausewordscanbemisunderstoodwithoutfacialexpressions.”）。教學(xué)方法Task-basedLanguageTeaching（TBLT）、SituationalCommunication、CooperativeLearning教學(xué)工具PPT（含溝通場景對比圖、對話音頻、策略分析表格）、audioplayer、角色卡（求助者、顧問、朋友等）、溝通方式思維導(dǎo)圖模板（維度：場景/方式/優(yōu)勢）教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動1.Showvideosofcommunicationmisunderstandings（e.g.,textingfightvsin-personreconciliation）andask：Watchvideos,discusscausesofmisunderstandings,shareinitialideasaboutsuitablecommunicationways（e.g.,"Ifwordsareeasytomisread,terms:talkinperson."）.Step1"Whydotheseproblemshappen?Whatcouldfixthem?"Leadin2.Introducekey"scene-appropriatecommunication","strategymatching"andwriteontheboard.1.PlayJason’sconversationwiththeprofessor.Askstudentstofill2ablankswithoptionsA-D（focuson"face-to-face1.Listenandcomplete2awithtalk","callinginsteadoftexting"）.properoptions.Step22.Playagain,guidetomarkadvice2.Re-listentoidentifyadvicepatterns（e.g.,"Ifyoucan’tmeet,justsentences,While-listeningunderlinekeycall...""Ifwordsaren’tcareful,itmakesstructures,thenverifyinpairs.thingsworse"）.Checkanswersandanalyze"if...suggestion"structure.1.Presentthefulldialogue.Askto1.Readdialogueandfinishanswer2bquestions（e.g.,"Whendidthecomprehensionquestions.talkhappen?","What’swrongwithStep32.Discussanalyzeingroupstooftexting?"）.advantagesReadingAnalysis&2.Organizegroupdiscussion:"Whyin-persondoesface-to-facetalkworkbestfor（e.g.,"seeemotions","clearmakingup?List3reasons."explanation"）.communication1.Distributesurveyforms（columns:People/PreferredWay/Reason）.Instruct1.Conductrecordresultsintheerviewsandtointerview3classmatesfamily/friendcommunicationhabits.Step4Survey&Practice2.Practicedialoguesfocusing+usingonreason"2.Demonstratesampledialogue:"Howdoesyourdadprefertochat?Helikesvideocalls.Why?Becausehewantstoseemyface."surveydata,"preferencestructure.1.Assign2ctask:"Pairasadvisorandasker.Createconversationsabout3situations（inviting,askingforhelp,1.Preparerole-plays,designyou...,dialoguedetailsbasedoncommunicationstrategies.makingtry...because...'".up）,using'IfStep52.Provideexamples:"Asker:HowtoinviteSusantotheparty?Advisor:Ifyoucallher,she’llfeelmorevaluedthantexting..."2.Performandobservepeers,Role-playtakenotesoneffectiveexpressions.3.Invitepairstoperform,givefeedbackonlogicandexpression.1.Repeatkeypatternsandclarifyconfusingparts.1.Reviewkeystructures:"Ifsituation...,suggestway...becausereason...".Step6Summary&Assignment2.Completeexercises,notedifficultusagesforfollow-uppractice.2.Assignworkbookexerciseson2a-2efocuspoints.1.Write4sentencesaboutcommunicationdosanddon’tsusing"Ifyou...,youshould/avoid...".（mustdo）2.Interviewateacherabouttheirfavoritewaytocommunicatewithstudents,summarize2reasons.（mustdo）家庭作業(yè)3.Drawa"communicationstrategymap"for3dailyscenes（e.g.,borrowingthings,apologizing）.（cando）Unit8Let'sCommunicate!（SectionA2a-2e）KeyPhrases：Situations:makingup,inviting,askingforhelp,dailychatsWays:face-to-facetalk,phonecall,textmessage,videochatAdvantages:sincerityshowing,quickresponse,emotionconveying,convenienceKeySentences：板書設(shè)計(jì)Ifyou...,it’sbetterto...（Ifyouargue,talkinperson.）Whychoose...?Becauseithelps...（Whycall?Becausetoneshowskindness.）Whichwayworksfor...?Ithink...（Whichfitsapologies?Face-to-facetalk.）CoreTip：Matchcommunicationwaytothesituation→betterunderstanding!教學(xué)反思Unit8Let’sCommunicate!（GrammarFocus3a-3c）Period3教學(xué)設(shè)計(jì)SectionAGrammarFocusPeriod3Unit8Let’sCommunicate!GrammarFocus課題單元課型使用教材八年2025年秋人教版英語年級備課人級上復(fù)備人本課圍繞“if條件句的規(guī)則與靈活運(yùn)用”展開，通過GrammarFocus的例句解析與針對性練習(xí)，強(qiáng)化對該結(jié)構(gòu)在表達(dá)溝通場景中的用法（含肯定句、否定句、主從復(fù)合句形式）的理解與運(yùn)用。3a為語法聚焦，呈現(xiàn)if條件句的典型用法（如“Ifyouwanttosolvetheproblem,aface-to-facetalkworksbest.”“Textingcanmakethingsworseifyou'renotcareful.”）；3b通過句子匹配練習(xí)，鞏固if條件句在具體語境中的正確搭配（如“Ifwehaveaface-to-facemeeting,we'llunderstandeachotherbetter.”）；3c為語篇填空任務(wù)，結(jié)合溝通場景訓(xùn)練if條件句在連貫交流中的靈活使用，深化對其表達(dá)溝通策略的邏輯掌握。學(xué)習(xí)內(nèi)容分析學(xué)生已接觸過if條件句，but對主從句時態(tài)搭配（如“主將從現(xiàn)”）掌握不牢固，且在復(fù)合句中易混淆主句與從句的語序（如誤用“Ifwillyoucome,Iwillprepare.”）。在真實(shí)語境中，對if條件句表達(dá)建議與假設(shè)的功能區(qū)分不清，需通過情境練習(xí)強(qiáng)化規(guī)則應(yīng)用。學(xué)情分析語言能力：能辨析并使用if條件句的不同句式（肯定句、否定句、主從復(fù)合句）；掌握其基本結(jié)構(gòu)（If+一般現(xiàn)在時，主句+will+動詞原形）及句式轉(zhuǎn)換規(guī)律；理解if條件句在表達(dá)溝通建議與假設(shè)時的功能。學(xué)習(xí)能力：通過語法歸納與情境練習(xí)，提升自主總結(jié)語法規(guī)則的能力；在小組合作中共同解決if條件句使用問題，強(qiáng)化應(yīng)用能力。學(xué)習(xí)目標(biāo)思維品質(zhì)：能分析語境（溝通建議、假設(shè)場景）選擇合適的if條件句句式，歸納其構(gòu)成規(guī)律，培養(yǎng)邏輯推理能力。文化意識：結(jié)合溝通場景的語法表達(dá)，體會不同文化中有效溝通的共通策略，增強(qiáng)對跨文化溝通的理解與適應(yīng)能力。1.掌握if條件句的用法：例如，“Ifyouwanttomakeup,youshouldtalkfacetoface.”用于表達(dá)溝通建議，“IfIcallher,willsheanswer?”用于詢問假設(shè)情況；2.主從句時態(tài)搭配的正確運(yùn)用（如“if從句用一般現(xiàn)在時，主句用一般將來時”）。學(xué)習(xí)重點(diǎn)1.準(zhǔn)確運(yùn)用if條件句的不同句式（如否定句“Ifyoudon'tcalmdown,itwillgetworse.”、特殊疑問句“Whatwillyoudoifshedoesn'treply?”）；2.區(qū)分if條件句表達(dá)建議與假設(shè)的用法差異（“Ifyouhavetime,meethim.”表建議；“Ifitrains,we'llcancelthemeeting.”表假設(shè)）；學(xué)習(xí)難點(diǎn)3.根據(jù)語境靈活使用if條件句（如區(qū)分“Ifhedoesn'tlisten,whatwillyoudo?”與“Iwillwritealetterifhedoesn'tlisten.”）。教學(xué)方法Grammar-translationMethod、Task-basedLanguageTeaching（TBLT）、SituationalTeaching教學(xué)工具PPT（含if條件句句型對比表）、sentencecards（句型例句卡）、worksheets（3a-3c練習(xí)材料）、溝通場景圖片（道歉、邀請、求助等）教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動1.Showpicturesofcommunicationsituations（makingupafteranargument,invitingafriend,askingforhelp）andmakesentences:"Ifyouwanttomakeup,talkfacetoface.Ifshedoesn'tanswer,sendamessage."Highlight"if"and"will".Observethepictures,listentothesentences,andtrytodiscussthefunctionof"if"clausesandtheirstructure.Step1Leadin2.Ask:"Whatdothesesentencesexpress?Howdoweformthe'if'partandtheresultpart?"1.Presentthesentencesin3a,askstudentstoreadaloudandunderlinethe"if"partsandresultparts,thenidentifythetenseofeachpart（if從句用一般現(xiàn)在時/主句用一般將來時）。1.Readandanalyzesentencesin3a,focusingonclausestructuresandtenses.2.Guidestudentstosummarizerules：if條件句表示假設(shè)或建議，基本結(jié)構(gòu)為“If+主語+動詞原形（一般現(xiàn)在時），主語+will+動詞原形（一般將來時）”；否定句在主句will后加not（won't）或從句動詞前加don't/doesn't；疑問句將主句的will提前至句首。Step22.Discussinpairstosummarizeusagerules,noting"主將從現(xiàn)"原則。GrammarFocus3.Takenotesonkeyrules（如if從句位置可前可后，前時用逗號隔開）。3.Comparefunctions：通過例句對比（"Ifyouhaveaproblem,talktohim."表建議；"Ifitrains,we'llchatonline."表假設(shè)），明確用法差異。1.Complete3bindividually,1.Explainthe3btask:"Matchtheiffocusingonlogicalconnectionsclauseswiththeresultclauses"（e.g.,betweenclauses."Ifwehaveaface-to-facemeeting,we'llunderstandeachotherbetter."）。2.Checkanswersingroups,thenexplainreasonsforeachmatch.Step3Practice3b2.Checkanswersasaclass,andexplaindifficultitems（如結(jié)合溝通場3.Correctmistakesbasedon景邏輯判斷匹配合理性）。teacher'sexplanationof"if"clauseusageincommunication.1.Introducethe3ctask:"Fillintheblankswithcorrectverbformsinthecommunicationcontexts"，提供場景1.示例（朋友聚會邀請、團(tuán)隊(duì)訓(xùn)練計(jì)focusingontenseagreementin"if"clauses.Complete3cindividually,劃）。Step42.Providehintsforverbtense（如if2.Discussinpairstoconfirm從句用原形，主句用"will+原形answersandanalyzePractice3c"），例如："Ifthings______(go)well,communicationscenarios.we______(see)eachother."→go;3.Sharefindingswiththeclasswillsee.（e.g.,"Thisisaninvitationfora3.Guidestudentstodiscussthereunion."）contextofeachpassage（whoisspeaking,whatthesituationis）。1.Organizea"CommunicationAdviceGame":Showcommunicationproblems（如“朋友誤會”），學(xué)生用if條件句快速提出建議（e.g.,"Ifyourfriendisangry,youshouldexplaininperson."）。1.PlaythegametopracticemakingcommunicationStep5suggestions.Consolidation2.Writecomparisonsentencesindividually,thenexchangetocheckfortenseerrors.2.Askstudentstowrite5sentencescomparing"if"foradviceand假設(shè)（e.g.,"Ifyouwanttoapologize,callhim.Ifhedoesn'tanswer,sendatext."）。1.Leadstudentstoreviewkeyrulesof1.Retelltheusagerulesof"if"Step6"if"conditionals（主從句時態(tài)、建議conditionals,emphasizing"主將與假設(shè)功能區(qū)別）。從現(xiàn)"andclauseorder.Summary&Practice2.Assignadditionalexercisesfromthe2.Finishworkbookexercisestoworkbook（focusingon3a-3c）。consolidatelearning.1.Rewritethedialoguesin3cwithdifferentcommunicationscenarios（e.g.,resolvingamisunderstanding,planningameeting）using"if"conditionals.（mustdo）家庭作業(yè)2.Makealistof8sentencesaboutcommunicationstrategies,using"if"clausestoshowadviceand假設(shè).（mustdo）3.Interviewaclassmateabouthis/hertipsforgoodcommunication,recordthekeyinformationusing"if"conditionals.（cando）Unit8Let'sCommunicate!（SectionA3a-3c）ifConditionalStructure：肯定句：Ifyouwanttosolveit,talkfacetoface.Youwillfeelbetterifyouapologize.否定句：Ifyoudon'tcare,itwillgetworse.Hewon'tlistenifyoushout.板書設(shè)計(jì)一般疑問句及回答：Willsheforgiveyouifyouexplain?Yes,shewill./No,shewon't.Whatwillyoudoifhesaysno?Iwilltryagain.Functions：Advice:Ifyouhaveafight,staycalm.假設(shè):IfIcan'tcall,Iwillsendamessage.教學(xué)反思Unit8Let’sCommunicate!（SectionB1a-1e）Period4教學(xué)設(shè)計(jì)Unit8Let’sCommunicate!課題SectionB1a-1e單元課型Reading使用教材八年2025年秋人教版英語年級備課人級上復(fù)備人本課圍繞“如何進(jìn)行更好的交流”展開，通過閱讀《HowtoMakeaBetterConversation》短文，訓(xùn)練學(xué)生提取交流技巧相關(guān)信息、梳理有效交流與人際關(guān)系關(guān)聯(lián)的能力。學(xué)習(xí)內(nèi)容分析1a通過討論“初次見面時的交流內(nèi)容”激活生活經(jīng)驗(yàn)；1b-1c為閱讀任務(wù)，閱讀短文完成表格填寫并匹配交流技巧與示例（如“認(rèn)真傾聽并表現(xiàn)出興趣”“選擇合適話題”等）；1d-1e引導(dǎo)學(xué)生梳理短文中關(guān)于代詞指代的關(guān)鍵信息，結(jié)合文本討論有效交流的重要性，深化對“良好溝通助力人際關(guān)系”的認(rèn)知。學(xué)生已能閱讀簡單說明性文本，但對“交流技巧（conversationskills）”的深層含義（如真誠傾聽、話題選擇的禮儀）理解較淺，對描述交流的詞匯（如“sincere”“bodylanguage”）運(yùn)用不夠熟練。在從文本中提取有效交流的技巧及分析其重要性并轉(zhuǎn)化為個人實(shí)踐時，缺乏深度分析能力，需結(jié)合生活實(shí)例引導(dǎo)思考。學(xué)情分析語言能力：能運(yùn)用“sincere”“bodylanguage”等詞匯描述交流相關(guān)內(nèi)容；掌握句型“Howcanwe...?”“Whatmakes...?”；理解描述交流技巧的形容詞（polite,honest,sincere）。學(xué)習(xí)目標(biāo)學(xué)習(xí)能力：通過略讀與精讀，提升提取交流技巧相關(guān)信息（技巧類型、示例、重要性）的能力；在小組討論中學(xué)會用英語表達(dá)對有效交流的理解及實(shí)踐方法。思維品質(zhì)：能梳理短文中關(guān)于交流技巧的關(guān)鍵信息，從具體建議（如認(rèn)真傾聽）歸納有效交流的方法，培養(yǎng)歸納思維能力。文化意識：了解不同場景中有效交流的共性（如尊重他人、真誠表達(dá)），體會“良好溝通是建立和諧關(guān)系的重要方式”，樹立積極的溝通意識。學(xué)習(xí)重點(diǎn)從說明文中提取交流技巧相關(guān)的關(guān)鍵信息（技巧類型、示例、重要性、實(shí)踐建議）；結(jié)合文本討論有效交流的意義及具體方法。1.理解交流相關(guān)詞匯（如“sincere”“bodylanguage”）在文中的深層含義；2.梳理交流技巧與人際關(guān)系的關(guān)聯(lián)并建立與個人實(shí)踐的聯(lián)系；3.將文本中的建議（如選擇合適話題）轉(zhuǎn)化為個人交流的具體方法。學(xué)習(xí)難點(diǎn)教學(xué)方法Task-basedLanguageTeaching（TBLT）、InteractiveReading、DiscursiveLearningPPT（含交流場景圖、短文結(jié)構(gòu)思維導(dǎo)圖）、readingworksheets（1b-1d問題與表格）、描述交流技巧的詞匯卡片、短文《HowtoMakeaBetterConversation》投影教學(xué)工具教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動1.Showpicturesofpeoplecommunicating（talkingfacetoface,havingaconversationwithastranger,smilingandlistening）andask："Whatdoyoutalkaboutwhenyoumeetsomeoneforthefirsttime?SharepersonalexperiencesaboutStep1communicatingwithothers,discusswithpartnersusingsimplewords(e.g.,"Italkabouthobbies,butsometimesI'mnervous.").Doyoufinditeasytohaveaconversationwithastranger?"Leadin2.Writekeyideasontheblackboard(conversation,listen,topic,sincere).1.Introducethetext:"It'sabouthowtomakebetterconversations,includingusefulskillsandtips.Let'sexplorethesecretsofgoodcommunication."Step2Predicttextcontentbasedonpicturesandpriorknowledge,shareideasinpairs.2.Askpredictionquestions:Pre-reading"Whatmightthetextsayaboutgoodlistening?Whatadvicemightitgiveforchoosingtopics?"1.Skimming:Askstudentstoreadthetextquicklyandanswer:"Whoisthetextwrittenfor?"(Peoplewhofindit1.Skimtounderstandthemainhardtohaveconversations).ideaandtargetreadersofthetext.Step32.Scanning:Guidetablestudentsto2.Scanforspecificinformation,withcompletethetablein1c,andcompletethein1cWhile-readinginformationfromthetext(tipsanddiscussingroups.examples).3.Notedowndifficultwordsand3.Explaindifficultwords:"sincere"askforexplanations.(真誠的)、"bodylanguage"(肢體語言)、"pretend"(假裝)。1.Finishpronounreferencesandexplainingthereasons.1dbyidentifying1.Guidestudentstodo1d:"Findoutwhatthepronounsinboldreferto"anddiscussthereasons.2.Discussthequestionsin1ein2.Organizegroupdiscussionon1e:groups,sharingpersonalopinions"Discussthequestionsaboutgoodongoodcommunication.Step4Post-readingcommunication".3.Linktextadvicetopersonalexperiences,explaininghowto3.Ask:"Howcanyouusethesetipstoimproveyourownconversations?"applythemtofutureconversations.1.Highlightwordsandphrasesrelatedtocommunicationinthetext(sincere,bodylanguage,listencarefully,choosetopics)andpracticewithsentences:"Tomakeabetterconversation,weneedto____."1.Listvocabularyandphrasesfromthetext.andpracticekeyStep5LanguageConsolidation2.Completematchingexercisetoconnectcommunicationtipswithspecificexamples.2.Matchcommunicationtipswithexamples(e.g.,"behonest"→"say'Idon'tknow'ifyoudon'tunderstand").1.Leadstudentstoreviewthekey1.Retellkeyinformationcommunicationaboutskills(tips,examples,importance).emphasizingeffectivemethods.thecommunicationinformationaboutskills,Step6Summary&Practice2.Assignashorttask:"Write32.Writepersonaltipsforbetterconversationspracticalstrategiesbasedontextusingadvicefromthetext".personaltipswithadvice.1.Writeashortparagraphaboutonetimeyouhadagoodconversationandexplainwhyitwentwell(usingtipsfromthetext).（mustdo）2.Createamindmapabout"MyCommunicationTips"includingtypesofskills,examples,andwhentousethem.（mustdo）家庭作業(yè)3.Interviewafriendabouttheirbestcommunicationexperienceandreportbacktotheclass.（cando）Unit8Let'sCommunicate!（SectionB1a-1e）Keyphrases：conversationskills-sincere-bodylanguage-listencarefullychoosetopics-Keyinformationaboutbetterconversations：Tips:listenandshowinterest,chooserighttopics,behonest,payattentiontobodylanguageExamples:askabouthobbies,talkaboutweather,say"Idon'tknow"，standstraightandsmile板書設(shè)計(jì)Importance:helpunderstandeachother,buildgoodrelationshipsKeysentences：Howcanwemakebetterconversations?Weshouldlistencarefullyandbesincere.Whatmakesagoodlistener?Agoodlistenershowsinterestandasksquestions.Conclusion：Goodcommunicationskillshelpbuildbetterrelationships.教學(xué)反思Unit8Let’sCommunicate!（SectionB2a-2c）Period5教學(xué)設(shè)計(jì)Unit8Let’sCommunicate!課題SectionB2a-2c單元課型Vocabulary使用教材八年2025年秋人教版英語年級備課人級上復(fù)備人本課圍繞“交流主題詞匯的構(gòu)詞與運(yùn)用”展開，通過2a-2c的階梯式練習(xí)，實(shí)現(xiàn)從詞匯變形到語篇運(yùn)用的遞進(jìn)學(xué)習(xí)。2a通過“詞匯加后綴構(gòu)詞”（如給名詞加后綴形成新名詞，給動詞加后綴形成名詞）訓(xùn)練詞匯構(gòu)詞法應(yīng)用能力；學(xué)習(xí)內(nèi)容分析2b借助短語填空（涉及“makeup”“rightaway”等與交流相關(guān)的短語）強(qiáng)化詞匯語境適配能力；2c通過語篇填空（運(yùn)用“text”“facetoface”等詞匯描述交流方式）提升詞匯在交流主題語篇中的綜合運(yùn)用能力。目標(biāo)詞匯涵蓋構(gòu)詞后綴（-er,-or,-ment等）、交流相關(guān)短語（makeup,show...interest等）、交流方式詞匯（text,facetoface等），助力學(xué)生構(gòu)建交流主題詞匯網(wǎng)絡(luò)。學(xué)生已掌握“communication”“friend”等基礎(chǔ)詞匯，但在三方面存在不足：一是詞匯后綴的準(zhǔn)確運(yùn)用能力較弱（如混淆“friend”加后綴“-ship”構(gòu)成“friendship”）；二是交流相關(guān)短語的語境運(yùn)用意識薄弱（如誤用“makeup”與“putup”）；三是語篇中交流方式詞匯的連貫運(yùn)用能力欠缺（如混淆“text”與“message”的含義）。需通過針對性練習(xí)強(qiáng)化詞匯在不同交流語境中的靈活運(yùn)用。語言能力：能運(yùn)用詞匯后綴（-er,-or,-ment等）構(gòu)成新詞匯；掌握“makeup”“show...interest”等短語及“text”“facetoface”等詞匯；理解并正確使用詞匯的構(gòu)詞規(guī)則（如動詞加后綴變名詞）。學(xué)情分析學(xué)習(xí)能力：通過詞匯構(gòu)詞、短語填空、語篇補(bǔ)全，提升詞匯構(gòu)詞法應(yīng)用、搭配及語境適配能力；在小組活動中學(xué)會分享詞匯運(yùn)用技巧。思維品質(zhì)：能根據(jù)詞匯特征（如構(gòu)詞后綴、短語功能、交流方式）進(jìn)行歸類辨析（如從“friendship,argument”中歸納為“名詞后綴構(gòu)詞”），建立詞匯與交流主題的關(guān)聯(lián)邏輯。教學(xué)目標(biāo)文化意識：在交流詞匯語境中，感受不同交流方式對人際關(guān)系的影響，樹立重視交流技巧、主動提升溝通能力的意識。1.掌握目標(biāo)詞匯的構(gòu)詞規(guī)則、含義及常見搭配（如“friend+ship=friendship”“showinterestin”）；2.在句子和語篇中正確運(yùn)用詞匯（包括根據(jù)語境選擇合適后綴構(gòu)詞、根據(jù)語義選擇交流相關(guān)短語）。教學(xué)重點(diǎn)1.區(qū)分易混淆后綴（如“-er”與“-or”在表示“人”時的細(xì)微差異）；2.理解并運(yùn)用不同交流短語（如“makeup”表示和好，“show...around”表示帶領(lǐng)參觀）；教學(xué)難點(diǎn)3.把握交流方式詞匯在不同語境中的準(zhǔn)確使用（如“text”與“message”的詞性及含義差異）。。教學(xué)方法Task-basedLanguageTeaching（TBLT）、InteractivePractice、Game-basedLearning教學(xué)工具PPT（含詞匯構(gòu)詞對比圖表、短語搭配示例、交流場景圖）、vocabularyworksheets（2a-2c練習(xí)材料）、wordcards（目標(biāo)詞匯及短語卡片）、交流場景圖片展板教學(xué)過程教學(xué)環(huán)節(jié)教師活動學(xué)生活動1.Showpicturesofdifferentcommunicationscenarios（makingupwithafriend,showingavisitoraround,expressinginterest）andask："Whatcommunicationactionscanyousee?Lookatpictures,sharewordsrelatedtocommunicationandtheirforms;trytoclassifythemintowordfamilieswithpartners.Step1Howdotheseactionsaffectrelationships?"Leadin2.Writekeywords（friendship,argument,listener）andguidestudentstoexpandintophrases（e.g.,"astrongfriendship"）.1.Presenttargetwords/phrasesin2a-2c（e.g.,"friendship""makeup""facetoface"）withpicturesandexamplesentences（e.g.,"Agood1.Understandwordmeanings,friendshipcommunication."）.needshonestword-formationrulesandStep2collocationsthroughvisualsandexamples.and2.ExplaincorerulesPre-vocabularycollocations:e.g.,詞匯構(gòu)詞（friend2.Repeatandpracticephrases,+ship=friendship;communicate+checkingpronunciationinpairs.|ion=communication）；動詞短語（makeupwithsb./showinterestinsth.）。1.Exercise2a（詞匯構(gòu)詞）:-Explainthataddingsuffixescanformnewwords,guidestudentstocompletethetable（e.g.,"listen"→listener;"communicate"→communication）.-Highlightkeysuffixes:"-er/or"（表人）,"-ment/ion"（表行為/狀態(tài)）.2.Exercise2b（短語填空）:-Askstudentstocompletesentences1.Classifywordsbysuffixesandwithgivenphrasesincorrectformsexplainreasonsfordifficultitems.（e.g.,"Aftertheargument,they2.Fillinsentenceswithcorrect______thenextdayandbecameStep3phrases,focusingonphrasefriendsagain."→madeup）.meaningsandusagescenarios.While-vocabulary-Checkanswersandexplainphrase3.Completethepassage,focusingmeanings（e.g.,"makeup"強(qiáng)調(diào)和onwordcollocationsandcontext好，"showinterest"強(qiáng)調(diào)表現(xiàn)出興logic,thencheckwithgroup趣）.members.3.Exercise2c（語篇填空）:-Guidestudentstoreadthepassageaboutcommunicationwaysandchoosecorrectwordsfromthebox.-Explainworddifferences（e.g.,"text"可作動詞表示發(fā)信息，"message"為名詞表示信息）.-Studentscompletethepassage,thendiscussingroups.1.Organizea"CommunicationVocabularyChallenge"game:Showabaseword,studentsracetoaddasuffixtoformanewword;showaphrase,studentsmakesentenceswithcommunicationcontext.Firsttoanswercorrectlywins.1.Participateinthechallengegametoreinforcevocabulary,Step4word-formationcollocations.rulesandPost-vocabulary2.Makesentencesandshare,Askensuringcorrectwordusage.|2.Themesentence-making:studentstomakesentenceswith"friendship","makeup",and"facetoface",usingcontextfrom2c.1.Leadstudentstosummarizekeywords,collocationword-formationrules,wordrules,anddifferences（e.g.,"listener"vs1.ReviewandnotekeytoStep5"speaker"）.vocabularyrules.Summary&Practice2.Assignashortexercise:Fillin2.Finishtheexerciseblankswithgivenwords/phrasesconsolidatelearning.（e.g.,"Good______canhelppeople______afterafight."→communication;makeup）.1.Write3pairsofwordsformedbyaddingsuffixesfrom2aandmakesentences（e.g.,"Heisagoodlistener.Hislisteninghelpsbuildgoodfriendships."）.家庭作業(yè)2.Writea50-wordpassageaboutacommunicationexperience,usingatleast3phrasesfrom2b-2c（e.g.,"Ihadanargumentwithmyfriend,butwemadeup.Wetalkedfacetofaceandshowedinterestineachother'sideas."）.Unit8Let'sCommunicate!（SectionB2a-2c）KeyWords&Word-formation：Suffixesforpeople:listen→listener,visit→visitorSuffixes