Unit 8　Let's Communicate!教学设计 2025-2026学年人教版（2024）八年级英语上册

本文围绕“交流方式”展开，承接学生对交流的认知，为深入学习英语交流表达奠基，呼应语言应用主题。通过多样活动，如“时间机器”设想、“Communication Show”等，培养学生语言、文化、思维及学习能力，渗透核心素养。 该设计创新点在于将教学活动设计成趣味游戏与竞赛，采用情境教学、小组合作等特色教法。既提升学生口语表达与思维能力，又为教师提供清晰授课路径，增强课堂互动性，有效突破教学难点。

第五课时　Section B(2a—3c) Part 1 Vocabulary in Use Activity 1 Warming up and revision (感知与注意) T: Let's play “Communication Word Bingo”. I'll call out some words related to communication that we've learned or will learn. On your bingo card, mark the words if you have them. The first one to get a “bingo” (a row, column, or diagonal of marked words) wins. (Studentsplaythebingogame.) T: Congratulations to the winner! Now, let's review these words and their meanings more closely. I'll show some pictures related to communication, and you tell me the corresponding words. 设计意图：通过“宾果游戏”复习已学的交流相关词汇，增加词汇复习的趣味性，激发学生的学习积极性。 Activity 2 Vocabulary practice(概括与整合) T: Class，we're going to learn a useful way to expand our vocabulary—adding suffixes to words. Look at the words in brackets in 2a and the list of suffixes: ­er, ­or, ­th, ­ment, ­ship. First, think about what new words can be formed. (Studentsworkindependentlyonformingnewwords. Theteachercheckstheanswers.) T: Now, work on the vocabulary exercises in 2b. First, read the sentences and the phrases carefully. Think about which phrase fits each sentence best. 设计意图：帮助学生理解添加后缀构成新词的规则，扩充他们的词汇量，并学会在语境中运用这些新词和短语。 Activity 3 Vocabulary practice(概括与整合) T: Now, in 2c, we'll complete the sentences and then put them in the correct order to form a short passage. Read the sentences carefully and fill in the blanks. (Studentscompletethesentences.) T: After you've filled in the blanks, work with your partner to put the sentences in the right order. Discuss and figure out the logical sequence. (Studentsworkinpairstoorderthesentences.) T: Let's see the correct order. Who wants to share how you determined the sequence? (Invitestudentstoexplaintheirreasoningfortheorder.) 设计意图：巩固学生的词汇知识，培养其文本组织中的逻辑思维能力，并帮助他们理解词汇在篇章中的协同运用。 Part 2 Reading for Writing Activity 1 Warming up(感知与注意) T: Let's think about some events we've attended or might want to attend. Raise your hand and share an event you remember, like a school concert, a sports meet, or a lecture. (Studentssharetheirexperiences.) T: Great! Now, imagine you are the organizer of an important event. How would you invite people to come? What information would you include in your invitation? Discuss this briefly with your partner. 设计意图：激活学生与活动和邀请相关的已有知识和经验，激发他们对该主题的兴趣，并顺利引入接下来关于邀请信的学习内容。 Activity 2 Reading(获取与梳理) T: In 3a, we have an invitation letter. First, read it carefully. Your task is to underline the date, time, place, and topic of the speech in the letter. (Studentsreadtheinvitationletterandmarkthekeyelements.) T: Okay, let's check. For the date, which part did you underline? (Studentssharethepartstheyunderlined.) T: Understanding these key elements is very important when reading an invitation letter. It helps us know the basic information of the event. 设计意图：提高学生的阅读理解能力，教他们如何从邀请信中提取重要信息，并使他们熟悉此类信件的结构和内容。 Activity 3 Practice(概括与整合) T: Now, look at 3b. We need to decide whether each sentence is the opening (O) or the closing (C) for an invitation letter. Read each sentence carefully and think about its function in the letter. 设计意图：提高学生的阅读理解能力，使他们熟悉此类信件的结构和内容。 Activity 4 Writing(想象与创造) T: It's time for you to write an invitation letter. You need to invite all students and their parents to attend the speech. Remember to include the opening and the closing sentences, the date, time and topic of the speech, and explain why they should attend the speech (with if­clauses). First, take a few minutes to plan your letter. You can jot down some key points. (Studentsplantheirletters.) T: Now, start writing. Try to use the vocabulary and sentence patterns we've learned. Write neatly and make sure your letter is clear and logical. (Studentswritetheirinvitationletters.) T: Once you've finished, exchange your letter with your partner. Read each other's letter and give some feedback, like whether all the required points are included and if there are any grammar or spelling mistakes. (Studentsexchangeandreviewletters.) T: Let's invite some students to share their letters. The rest of you, listen carefully and see if you can learn from their good expressions and ideas. 设计意图：培养学生的写作能力，使他们能够在实践中运用邀请信结构和词汇方面的知识，并通过同伴互评和教师反馈提升其书面有效沟通的能力。 Activity 5 Homework (课后作业) Write another invitation letter for a different event. 第五课时　Section B(2a—3c) Key elements of an invitation letter： Date： Time： Place： Topic： Writing tips： Include opening and closing sentences. State the date, time, and topic of the speech. Use if­clauses to explain reasons for attendance. In this class, students actively participated in various vocabulary and writing activities.Some students still had difficulty in choosing the correct suffixes for word­formation, indicating that more practice and detailed explanation of suffix­related rules are needed. Regarding the reading and writing of invitation letters, students were able to identify key elements in the sample letter, but when writing their own letters, some had problems with organizing ideas and ensuring language accuracy. 学科网（北京）股份有限公司 $$ 第六课时　Section B(Project & Reflecting) Activity 1 Warming up(感知与注意) T: Class, today we're going to have an interesting project—telling a chain story. This project will not only help us practise using “if­clauses” but also enhance our creativity and communication skills. First, let's look at 4a. (Show 4aonthescreenorinthetextbook.) T: Each of you will work in groups. You need to write a sentence beginning with “If…” on your own piece of paper. For example, “If it doesn't rain tomorrow, we'll go for a picnic.” This is a great chance to show your imagination and your understanding of “if­clauses”． 设计意图：清晰介绍项目内容和任务要求，激发学生的兴趣，让他们明确第一步需要做什么。 Activity 2 Writing(想象与创造) T: Now, form your groups. Each group member takes a piece of paper and starts writing your “if­sentence”. Remember to be creative! You can think about various situations, like daily life, travel, or future plans. (Studentsformgroupsandstartwritingtheirsentences.) T: After everyone in the group has finished writing, put all the pieces of paper into the box or jar. Then, the first person in the group picks one out and reads it aloud. For example, if the sentence is “If we go for a picnic, everyone will be excited.” others in the group should then add “if” sentences to continue the story, like “If everyone is excited, we'll play some fun games.” (Studentscarryouttheactivityingroups.) T: When a story ends, pick another piece of paper and start telling the next story. Keep taking turns to tell stories in your groups. Try to make each new story more interesting and creative than the previous one. 设计意图：通过此活动，让学生练习用“if 从句”续写故事，在小组合作情境中提升口语表达能力和逻辑思维能力。 Activity 3 Sharing and reflection(内化与运用) T: Now, let's invite some groups to share their stories. While listening, other groups can learn from them and think about whether there are any aspects that can be applied to their own writing. (Groupsshare. Aftereachsharing, otherstudentsaskquestionsormakecomments.) T: Today, we've practised using “if­clauses” through telling chain stories and learned how to evaluate our writing. Let's review the key points we've learned, including the correct usage of “if­clauses”， different forms of communication reflected in the stories, and the importance of writing evaluation. 设计意图：巩固学习内容，为学生提供展示成果的平台，并通过分享与讨论促进相互学习。 Activity 4 Homework(课后作业) Based on the evaluation results and the sharing in class, rewrite your group's story. Try to improve the aspects that need enhancement, such as grammar errors, lack of creativity, or unclear logic. 第六课时　Section B(Project & Reflecting) Project: Tell a chain story Key points：Rules of writing “if­sentences” Writing evaluation criteria： Grammar accuracy　　　Creativity　　　Logical coherence　　　Use of “if­clauses” In this class, integrating the writing evaluation link into the chain­story­telling activity effectively promoted students' self­awareness and improvement of writing skills. Most students actively participated in self­assessment and peer­assessment, and some valuable suggestions for improvement emerged during the group discussions. However, some students still had difficulty making objective evaluations, and the language used in the evaluation was relatively simple. 学科网（北京）股份有限公司 $$单元整体目标 1.Master the vocabulary and sentence patterns about communication methods,"if" conditional sentences,and communication situations. Language Proficiency 2.Understand communication-related dialogues and texts through listening and reading. (语言能力) 3.Fluently talk about communication experiences and answer questions related to communication. 4.Write short passages or stories about communication with correct grammar and vocabulary. Cultural Awareness 1.Understand different communication cultures and traditions around the world. (文化意识) 2.Respect and appreciate the diversity of communication methods. 1.Analyze and compare different communication experiences and express personal opinions Thinking Quality logically. (思维品质) 2.Cultivate creativity when writing communication stories or planning communication activities. 1.Stimulate interest in learning English by discussing communication topics. Learning Capability (学习能力)】 2.Learn to collect and organize information about communication. 3.Improve learning efficiency through listening,speaking,reading,and writing exercises. Unit 8　Let's Communicate! The theme of this unit is “Let's Communicate！”. Through a series of activities and tasks, it aims to guide students to talk about communication methods, correctly use “if” conditional sentences to express, describe communication situations, and predict future communication scenarios. Meanwhile, it explores effective communication skills and methods. By sharing different communication stories and experiences, students can understand the characteristics of various communication methods and the significance of communication in people's lives. Key Points 1.Master the vocabulary and sentence patterns related to communication methods and situations, such as “talk face to face”， “send text messages”， “make a video call”， etc. 2.Be able to correctly use “if” conditional sentences to express conditions and results. 3.Describe past communication experiences in the simple past tense. Key Difficulties 1.Use “if” conditional sentences accurately in various sentence structures, especially when the conditions and results are relatively complex. 2.Organize thoughts and describe communication situations and experiences clearly and coherently, and use the learned vocabulary and sentence patterns for effective communication. 3.Vividly express the feelings and gains from communication. 学科网（北京）股份有限公司 $$ 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Activity 1 Warming up(感知与注意) T: Imagine we have a time machine that can take us to different communication eras. Now, close your eyes and think about the communication methods people used in the past, like sending letters. In one minute, write down as many ancient communication methods as you can in English. Work in pairs. (Studentswritedownwordslikeletter, carrierpigeon, beaconfire, etc.) T: Time's up! Let's see which team has the most words. Now, share with the class the most interesting ancient communication method you wrote down. 设计意图：通过创意的“时间机器”设想，激活学生对交流方式演变的思考，调动学生对交流话题的兴趣，为新课做好铺垫。 Activity 2 Presentation(获取与梳理) T: Now, let's have a “Communication Show”. Each group will get a picture card of a modern communication activity. Your group needs to discuss and then present to the class what the activity is, how it works, and when you might use it. Start with 1a and tick the activities you often do. (Studentsworkingroups, discuss, andpresent. ) 设计意图：以“展示会”的形式让学生主动探索和介绍交流活动，提高学生的参与度和表达能力，同时巩固相关词汇。 Activity 3 Listening(获取与梳理) T: You are all communication detectives now. Before listening to 1b, I'll give you some clues. These people are planning a communication event. Now, guess: Where are they going? What do they plan to do? (Studentsguessinpairs.) T: Now listen carefully to the conversation. After that, check if your predictions are correct. And then complete the table about how the speakers communicate and their relationship. 设计意图：将听力活动设计成“侦探解谜”游戏，激发学生的好奇心并吸引其注意力，培养推理能力和听力理解能力。 Activity 4 Listening(获取与梳理) T: Now，listen to the conversation in 1c. Answer the questions in the table. Be careful, you only have one chance! 设计意图：进一步提升学生的听力理解能力，强化学生对细节信息的捕捉和判断能力。 Activity 5 Pair work(想象与创造) T: Imagine you are phoning a friend from the UK, just like in 1d. You want to invite the friend to visit China. First, look at the example sentences: “If you come to my city, I'll show you around.” “If I go there, I'll try all the delicious local food.” Now, work in pairs and make up your own conversation. (Studentsworkinpairstocreatetheirconversations. ) T: Okay, stop here. Let's invite some pairs to present their conversations. The rest of you, listen carefully and be ready to give some feedback. 设计意图：培养学生的口语表达能力，使他们能够在实际交流情境中运用所学的词汇和表达方式，进而提升他们的沟通技能与自信心。 Activity 6 Pronunciation (归纳与应用) T: Let's play a “Phonetic Rhyme Competition”. Listen to the consonant in Pronunciation 1. Repeat after the recording. Then, each group has 2 minutes to come up with as many rhyming words as possible for each consonant group. The group with the most correct rhyming words wins. T: Group 1, start! (Eachgrouptakesturnstosharetheirwords.) 设计意图：以竞赛形式增加发音练习的趣味性，让学生在寻找押韵词的过程中更好地掌握辅音发音规律。 Activity 7 Listen and repeat(归纳与应用) T: We are going to make a communication chant. Listen to the sentences in Pronunciation 2. Notice the linking, stress, intonation, and pauses. I'll lead you to repeat them in a rhythmic way, like a chant. Then, practise in groups and try to come up with your own short chant using these sentence patterns. 设计意图：将发音练习与“chant”创作相结合，帮助学生感受语言的韵律美，提高口语表达的流畅性和节奏感。 Activity 8 Homework(课后作业) Create a “Communication Time Capsule”. Draw a picture of your favourite communication method and write a short paragraph about why you like it. 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 Ancient communication methods: letter, carrier pigeon, beacon fire… Modern communication activities： talk face to face　　　　　send text messages　　　　make a video call… Pronunciation suffixes： /­pl/: apple, people /­kl/: uncle, article /­tl/: little, hospital … In this lesson, students were more engaged as they related to the familiar communication methods. However, some students still had difficulty in coming up with strong reasons for persuasion. In subsequent teaching, more examples and discussions on the pros and cons of different communication methods can be provided. The pronunciation competition and chant activity effectively enhanced students' pronunciation skills, but some students were still not confident in creating their own chants, so more inspiration and guidance can be given. 学科网（北京）股份有限公司 $$ 第一课时　Section A【(1a—1d)& Pronunciation 1—2】 第二课时　Section A(2a—2e) 第三课时　Section A(Grammar Focus 3a—3c) 第四课时　Section B(1a—1e) 第五课时　Section B(2a—3c) 第六课时　Section B(Project & Reflecting) 学科网（北京）股份有限公司 $$ Learning Situation Analysis(学情分析) 1．Students may have a basic understanding of communication, but their English expressions for describing communication experiences may be limited. 2．The use of “if” conditional sentences and the simple past tense may be difficult for students, and they need more practice. 3．Some students may lack the ability to organize their thoughts when writing communication­related compositions. 4．Students may struggle with nonverbal communication terminology (e.g. “body language” and “facial expressions”) and understanding its role in different cultural contexts. 5．Many students may find it challenging to use “if ” clauses in complex scenarios, such as expressing hypothetical communication strategies. 1．Use multimedia resources such as pictures, videos, and music to make teaching more vivid and interesting, and arouse students' interest. 2．Adopt task­based and cooperative learning methods. Let students complete tasks in groups, such as group discussions about communication experiences, to improve their cooperation and communication skills. 3．Provide writing templates and examples for writing tasks to help students organize their writing. And give students more opportunities to practise writing and get feedback. 4．Pay attention to individual differences among students. Offer different levels of tasks and guidance to meet the needs of different students. 5．Incorporate cross­cultural communication activities, such as comparing greeting customs in different countries, to expand students' understanding of contextual communication nuances. 6．Design grammar­focused listening exercises using textbook dialogues (e.g. Jason's conversation with the professor ) to identify and practise “if ” clauses in real­life contexts. 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a—1e) Activity 1 Warming up(感知与注意) T: Class, think about a situation. When you meet someone for the first time, what topics do you usually talk about? Raise your hands and share your ideas. 设计意图：激活学生关于“沟通”主题的已有知识与兴趣，顺利引入新课。 Activity 2 Reading (获取与梳理) T: First, read the text quickly to get a general idea. While reading, think about who the author wrote this text for. (Studentsreadthetextquicklyandanswer.) T: Now, read the text carefully again. Try to find the main tips for making better conversations. We need to complete the table with the information from the text. 设计意图：训练学生阅读技能，帮助其理解文本整体内容并识别主旨大意；引导学生从文本中提取具体信息，提升信息整理能力，深化对文本内容的理解。 Activity 3 Language practice(概括与整合) T: Look at 1d. We have some sentences with bold­faced pronouns. Your task is to find out what these pronouns refer to. First, read each sentence carefully and think about the context. (Studentsreadthesentencesandanalyzethereferentsofthepronouns.) T: Now, let's discuss. For the first sentence “… if someone tells you their hobby and you can ask questions about it, …”， what does “it” refer to? (Invitestudentstoanswerandexplaintheirthinking. Dothesamefortheothersentences.) T: Good job! Understanding the referents of pronouns helps us better understand the text. Remember to pay attention to the context when analyzing them. 设计意图：帮助学生理解代词在文本中的作用，提高他们分析和归纳语言的能力，进而提升整体阅读理解水平。 Activity 4 Group discussion (想象与创造) T: In 1e, we have three discussion questions. Divide into groups of four. Each group discusses these questions. Try to share your own opinions and listen to others' views. (Studentsdiscussingroups. ) T: Okay, time's up. Let's invite some groups to share your discussion results. The rest of you, listen carefully and you can ask questions or make comments. 设计意图：培养学生的批判性思维和口语交际能力，鼓励他们表达自己的观点，并从他人的角度学习。 Activity 5 Homework (课后作业) Write a short passage about your experience of a good conversation. You can include the tips you used or the problems you met. 第四课时　Section B(1a—1e) Debate: How can we communicate better？ Key tips for better conversations： Listen carefully. Choose the right topic. Be honest. Pay attention to body language. Through this lesson on improving communication skills, students have gained a better understanding of the tips for making better conversations. They have practised reading comprehension, information­extraction, and critical thinking during various activities. However, there are areas that need improvement. Some students still struggled with applying the communication tips to real­life scenarios, indicating that more practical examples and role­playing activities could be incorporated in future teaching. 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a—2e) Activity 1 Warming up (感知与注意) T: Class, think about a time when you had an argument with a friend. In one minute, write down a short description of the argument in English. Then, share it with your partner. After that, a few volunteers will share their stories with the whole class. (Studentswriteandshare. Theteacherlistensandcommentsonthestories.) T: Just like in the stories you shared, Jason in our text also had a problem with his friends. He went to a professor to ask for advice on the best way to communicate after an argument. 设计意图：通过分享个人发生争执的经历，学生能够与文本主题产生关联，并更积极地投入到即将进行的听力活动中。 Activity 2 Listening (获取与梳理) T: Before listening to 2a, look at the four options A－D. Predict which option the professor might suggest. (Studentsmakepredictions. ) T: Now, listen carefully to the conversation and fill in the blanks. Check if your prediction is correct. (Studentslistenandfillintheblanks. Theteachercheckstheanswers.) 设计意图：听前预测帮助学生聚焦对话的关键要点。 Activity 3 Reading(概括与整合) T: Now, in 2b, read the conversation carefully again. Then, answer the questions below. You can underline the relevant sentences in the conversation while reading to support your answers. (Studentsreadandanswerthequestionsindividually.) 设计意图：提高学生的阅读理解能力，培养学生从文本中提取和分析信息的能力，加深对交流话题的理解。 Activity 4 Group work (想象与创造) T: In 2c, we need to think about how we communicate with different people in our life. Look at the chart with four parts: Family, Friends, Teachers, and Classmates. First, think about your own communication ways in each category. (Dividestudentsintogroupsof 4－5. Havegroupmembersdiscussandsharetheircommunicationexperiencesandmethods.) T: Based on your discussion, complete the chart. You can add more details and examples if you want. (Studentscompletethechart.) T: Let's invite some groups to share your completed charts. The rest of you, listen carefully and see if you can get some new ideas. 设计意图：引导学生对不同人际关系中的交流方式进行思考和总结，培养学生的归纳概括能力和交流分享意识。 Activity 5 Language practice(内化与运用) T: Now, role­play the conversation in 2a with your partner. Pay attention to the intonation and the use of “if” clauses. After the role­play, discuss with your partner: If you were Jason, would you follow the professor's advice? Why or why not? (Studentsrole­playanddiscuss. ) T: Use the phrases from 2a to describe your communication preference when having an argument. Share your opinion with the class. 设计意图：角色扮演有助于学生将文本中的语言和表达方式内化。讨论和观点分享活动能提升学生的批判性思维和口语交际能力。 Activity 6 Making up a conversation(实践与应用) T: In 2e, we have some situations and useful expressions. Choose one situation with your partner and make up a conversation. For example, if you choose the situation that Susan invites you to her birthday party, you can start like this: “Susan: Hi! I'm having a birthday party this weekend. Would you like to come？” Then your partner can respond. You can use the expressions in the box to make your conversation more colourful. 设计意图：培养学生的创新思维和实际语言运用能力，让学生在不同的交流情境中灵活运用所学语言知识，提高学生的综合语言素养。 Activity 7 Homework(课后作业) Imagine you have an argument with a friend again. Write a short communication plan on how you will solve the problem. Use at least two “if” clauses in your plan. Bring it to class next time to share. 第二课时　Section A(2a—2e) Key words: take a break, face­to­face talk, call your friend, make up Key sentence patterns： What's the best way to communicate in this situation？ If you want to solve the problem，… How do you communicate with…？ In this class, a variety of teaching activities were employed, including listening, reading, group discussions, role­playing, and dialogue­creating, to guide students in learning about communication methods and ways to resolve communication problems. However, some students still faced issues such as unsmooth language expression and unclear logic. In future teaching, for students with weaker oral expression skills, one­on­one tutoring and targeted training need to be strengthened. 学科网（北京）股份有限公司 $$ 第三课时　Section A(Grammar Focus 3a—3c) Activity 1 Warming up(感知与注意) T: I have a “Communication Puzzle” for you. I'll show some sentences related to communication on the board, but they are all mixed up, like pieces of a puzzle. Some parts are “if” clauses, and some are main clauses. Your task is to work in groups and put them together to form correct sentences in 3 minutes. (Studentsworkingroupsandarrangethesentenceparts. ) T: Time's up! Let's check which group has the correct sentences first. Now, read the sentences aloud and see if they make sense. 设计意图：以“拼图游戏”的形式复习与“if”条件句相关的句子结构，激发学生对语法学习的兴趣，为新课做铺垫。 Activity 2 Presentation(获取与梳理) T: Now, we are “IfClause Explorers”. Work on 3a. Read the grammar focus part carefully. In your groups, find all the “if” clauses and underline them. Then, discuss: What are the conditions and what are the results in these sentences? Make a list on your paper. (Studentsread, find, discuss, andmakelists. ) T: Let's share our findings. Each group sends a representative to the front and explains one “if” clause sentence from the grammar focus. 设计意图：通过“探索者”活动，让学生自主发现和分析“if”条件句的结构和意义，培养学生的观察和分析能力。 Activity 3 Practice(概括与整合) T: Now, work on 3b. Match the two parts to make sentences. After that, explain why you made such matches. (Studentsmatchthesentences.) 设计意图：通过配对活动，帮助学生理解 if 从句在不同句子组合中的运用，提升他们分析和组织句子结构的能力。 Activity 4 Practice(概括与整合) T: In 3c, we need to fill in the blanks with the correct forms of the verbs in brackets. Before filling, look at the whole sentence carefully and think about the tense and the logical relationship.(Giveasimpleexplanationaboutverbformsinif­clauses.) T: Now, start filling in the blanks. Work on your own first. Then, discuss with your partner about the situations described in the sentences and who the information is for. (Studentsfillintheblanksandthenhaveadiscussion.) T: Let's check the answers. Share your thoughts on the situations and the people involved. 设计意图：巩固学生的词汇知识，培养他们在文本组织方面的逻辑思维能力，并帮助他们理解词汇在文章中是如何相互配合的。 Activity 5 Homework(课后作业) Write a short news report using “if” clauses. For example, “If the new communication technology is widely used, what will the society be like？” Read it aloud and record yourself. 第三课时　Section A(Grammar Focus 3a—3c) “If” clause structures： If＋present simple, will＋verb Example：If you stay cam and say sorry, it will help. Through this lesson, students have a better understanding of “if” conditional sentences. However, some students still have difficulties in using “if” clauses accurately in complex situations. In future teaching, more real­life examples and practice exercises should be provided. 学科网（北京）股份有限公司 $$