Unit 7 Means of communication A Getting ready 教学设计 2025-2026学年沪外教版（2024）八年级英语上册

Unit 7 Means of communication A Getting ready 教学设计 I. Teaching Objectives Guide students to understand the evolution of human communication methods, mastering key vocabulary (e.g., word of mouth, written language, newspapers) and historical facts about ancient and early communication. Develop students’ reading, listening, speaking, and writing skills through tasks like matching headings, listening for details, completing passages, and pair discussions, centered on the theme of communication history. Enhance students’ awareness of how communication methods have shaped human interaction over time, fostering curiosity about technological and cultural advancements in information sharing. II. Language Knowledge 1. Key words & phrases Communication methods: word of mouth, written language, Roman notices, government notices, newspapers, telegraph Historical terms: ancient Rome, ancient China, Daily Events, telegraph machines Functional language for discussion: “How were carrier pigeons used?”, “What’s the difference between...?”, “Can you explain how... worked?” Prefix “com-”: company, community, communication (meaning “together” or “with”) 2. Key sentences Reading (A1 - A3): “At the very beginning, people got their news by listening and talking... They learned something new from neighbours or travellers through spoken information.” “With the development of written language, ancient Romans could check daily events on a list called the Daily Events.” Listening (A2): “Carrier pigeons could be outstanding messengers because they could carry messages from place to place.” Speaking (A4): “Oh, Carrier Pigeons, that’s interesting! How were carrier pigeons used for communication?” Writing (A3): “In the earliest stages of human history, news spread mainly through word of mouth.” 3. Key and challenging points Reading Comprehension: Accurately matching headings to mini - texts and extracting historical details about communication methods. Listening Comprehension: Identifying correct reasons for carrier pigeons’ effectiveness as messengers. Vocabulary Application: Using communication - related vocabulary and the “com-” prefix correctly in speaking and writing tasks. Historical Connection: Understanding the sequence and significance of communication developments (oral → written → printed → telegraph). III. Teaching Procedures Step 1: Warm - up & Theme Introduction (8 minutes) Discussion Starter (5 minutes): Ask: “How do you get news today? (e.g., TV, social media, apps)”, then follow up: “But how did people get news before mobile phones and TVs?” Share: “Today we’ll explore ancient and early communication methods—let’s travel back in time!” Vocabulary Preview (3 minutes): Present key terms (word of mouth, written language, newspapers) with simple definitions and visuals (e.g., ancient people talking for word of mouth, Roman notices for written language). Step 2: Reading — Understanding Ancient Communication (12 minutes) A1 Heading Matching (6 minutes): Students read A1 mini - texts (a - e) and match them to headings (Word of mouth, Roman notices, Office news, Newspapers, Telegraph). Analyze each text: Text a: Word of mouth (oral communication, neighbours/travellers). Text b: Roman notices (written language, Daily Events). Text c: Office news (ancient China government notices). Text d: Newspapers (1600s - 1700s, public opinions). Text e: Telegraph (1830s, fast news spread). Discuss: “Why is word of mouth the earliest? How did written language change communication?” A3 Passage Completion (6 minutes): Students complete A3 using words from the box (word of mouth, written language, send, messengers, wrote down). Example: “In the earliest stages... through word of mouth... began to write down information...” Check answers, emphasizing the sequence: oral → written → using messengers. Step 3: Listening — Carrier Pigeons as Messengers (10 minutes) A2 Listening Task (5 minutes): Play A2 audio about carrier pigeons. Students choose the correct reason (d: carry messages from place to place). Discuss: “Why were carrier pigeons useful? (Reliable for long - distance messages before modern tech).” Listening for Details (5 minutes): Replay the audio, asking students to note 1 - 2 more facts (e.g., “Pigeons can find their way home”). Share facts and link to historical communication: “Before telegraphs, pigeons helped spread news faster than word of mouth.” Step 4: Speaking — Pair Discussion on Ancient Methods (10 minutes) A4 Role - play (5 minutes): Students practice A4 in pairs. Student A thinks of an ancient communication method (e.g., carrier pigeons, Roman notices), Student B asks questions: “How were carrier pigeons used?” “What were the advantages of Roman notices?” Model dialogue: A: “Carrier Pigeons.” B: “Oh, Carrier Pigeons, that’s interesting! How were they used for communication?” A: “They carried written messages between places—like living messengers!” Method Comparison (5 minutes): Pairs compare two methods (e.g., word of mouth vs written language): “Word of mouth is fast but can change details; written language is accurate but slower to create.” Share comparisons, highlighting trade - offs in communication history. Step 5: Writing & Reflection — Summarizing Communication Evolution (5 minutes) Summary Writing (3 minutes): Students write a short summary of communication methods’ evolution, using A1 - A3 content: “First, news spread by word of mouth. Then written language brought Roman notices and government messages. Later, newspapers and telegraphs sped up news sharing.” Encourage using sequence words (first, then, later). Reflection (2 minutes): Ask: “Which ancient method surprises you most? How does it compare to today’s communication?” Share reflections: “Carrier pigeons are amazing—they’re like the ‘social media’ of ancient times!” IV. Assessment of Teaching Effectiveness Formative Assessment: Check A1 - A3 for reading/listening comprehension and vocabulary use. Observe A4 for speaking fluency, question - asking, and method comparison. Summative Assessment: Evaluate summary writing for: Accuracy (40%): Correct sequence and details of communication methods. Coherence (30%): Logical flow with sequence words. Vocabulary (30%): Proper use of word of mouth, written language, etc. V. Design Purpose Skill Integration: Combines reading (heading matching, passage completion), listening (carrier pigeons), speaking (pair discussion), and writing (summary) to explore communication history. Historical Perspective: Shows how communication evolved from oral to written to technological, helping students appreciate modern methods. Interactive Learning: Uses pair work and role - play to engage students in discussing ancient practices, linking past and present. VI. Blackboard Design Unit 7 A Getting ready — Ancient Communication Methods Key Methods & Headings: Word of mouth → Text a Roman notices → Text b Office news → Text c Newspapers → Text d Telegraph → Text e Sequence of Evolution: Oral (word of mouth) → Written (Roman notices, office news) → Printed (newspapers) → Technological (telegraph) Discussion Questions: “How did written language change news sharing?” “Why were carrier pigeons useful?” VII. Teaching Reflection If students struggle with heading matching, guide them to highlight keywords in texts (e.g., “listening and talking” for word of mouth). For speaking, provide sentence frames for comparisons: “X is ______, but Y is ______.” Celebrate creative summaries that connect ancient methods to modern communication (e.g., “Pigeons are like old - fashioned smartphones!”). 学科网（北京）股份有限公司 $$