Unit 8 Let's Communicate!-Section A 2a-2e教学设计 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦“沟通”主题，涵盖face-to-face等核心词汇、make up with sb.等短语及if条件句，通过PPT图片展示沟通场景引发讨论，搭建新旧知识联系的学习支架。 特色在于情境化任务（角色扮演解决朋友争吵等真实问题）与互动设计（词汇游戏、小组对话），结合语言能力（运用所学表达沟通方法）和思维品质（分析选择合适沟通方式），提升学生语言运用与批判性思维，助力教师高效落实目标，激发课堂参与兴趣。

Unit 8 Let's Communicate!-Section A 2a-2e This section from Unit 8 "Let's Communicate!" in the People's Education Press (2024) English textbook for Grade 8 focuses on the theme of communication. Through a listening conversation between Jason and a professor, students are introduced to various communication methods and how to handle communication problems, especially in the context of resolving arguments with friends. The new vocabulary related to communication, such as "face - to - face", "professor", "speech", "argue", "prefer", "calm", "expression", "chance", and key phrases like "make up (with sb.)" and "in person" are presented. This section also includes reading comprehension tasks, speaking activities, and exercises to help students internalize the knowledge and practice using the learned language in real - life - like situations. 教学目标 Students will be able to accurately read, write, and understand the new words and phrases related to communication, such as "face - to - face", "professor", "speech", "argue", "prefer", "calm", "expression", "chance", "make up (with sb.)", and "in person". Students will master the usage of key sentence patterns for discussing communication methods, especially the if - clause used to express assumptions and results, like "If you want to solve the problem, a face - to - face talk usually works the best." 教学重难点 A. Key Points New words and phrases related to communication, and their correct pronunciation, spelling, and usage. The if - clause for expressing assumptions and results in the context of communication, and students' ability to use it in sentences. Understanding the main idea and key details of the listening and reading materials about communication, and being able to answer relevant questions. B. Difficult Points Helping students distinguish the differences in communication methods and choose the appropriate ones in different situations. Guiding students to use the learned language naturally and fluently in real - life communication, rather than just mechanically applying sentence patterns. Encouraging students to think critically about communication problems and come up with their own solutions using the English language. A. New Words face - to - face /ˌfeɪs tə ˈfeɪs/adj. 面对面的 Example: They had a face - to - face conversation to solve their problems. professor /prəˈfesə(r)/n. 教授 Example: The professor gave an interesting speech on communication. speech /spiːtʃ/n. 演说；发言 Example: He made a wonderful speech at the meeting. argue /ˈɑːɡjuː/v. 争论；争吵 Example: They often argue with each other about small things. prefer /prɪˈfɜː(r)/v. 较喜欢 Structure: prefer sth; prefer doing/to do; prefer A to B Example: I prefer reading books to watching TV. calm /kɑːm/adj. 镇静的；沉着的 v. 使平静；使镇静 Example: Stay calm when you face difficulties. / She tried to calm her friend down. expression /ɪkˈspreʃn/n. 表达方式；表达 Example: Facial expressions can show our feelings. chance /tʃɑːns/n. 机会；可能性 adj. 意外的；偶然的 Example: This is a great chance to practice your English. / It was a chance meeting. B. Key Phrases make up (with sb.) 和某人和解；与某人和好 Example: After the argument, they made up with each other. in person 亲自；亲身；本人 Example: She will go to the interview in person. C. Key Sentence Patterns If you want to solve the problem, a face - to - face talk usually works the best. If you can't meet, just call a friend. Some of you may prefer texting, but it takes longer and can make things worse if you're not careful with your words. If you stay calm and say sorry, it will help. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures on the PPT, such as people talking face - to - face, making phone calls, sending text messages, etc. Then ask students: "What are these people doing? Which way of communication do you prefer? Why?" Encourage students to share their ideas briefly. B. Pre - listening (8 minutes) Present the new words and phrases on the PPT one by one. Teach students their pronunciation, spelling, and meanings. Use some simple examples to help students understand. For example, when teaching "argue", say "My parents sometimes argue about which TV program to watch." After teaching the new words, do a quick vocabulary review game. Show the English words on the PPT and ask students to quickly say out their Chinese meanings, or vice versa. Introduce the topic of the listening material. Say: "Today, we will listen to a conversation between Jason and a professor. They are talking about how to communicate when having arguments with friends. Let's see what advice the professor will give Jason." C. While - listening (12 minutes) Play the recording of 2a for the first time. Students listen carefully and match the sentences in the box with the corresponding speakers. After listening, check the answers with the whole class. Play the recording of 2a again. This time, students listen and fill in the blanks in the conversation. After listening, ask several students to read out their answers, and then show the correct answers on the PPT. Explain the key language points in the conversation, such as the usage of "make up (with sb.)", "in person", and the if - clauses. Use more examples to help students understand, like "If you want to get good grades, you should study hard." D. Reading (10 minutes) Let students read the conversation in 2b silently for the first time and answer the four questions below. Give them about 3 minutes to read and answer. After students finish, ask them to share their answers in pairs first. Then, call several pairs to report their answers to the whole class. Check and correct the answers. Have a deeper discussion about the text. Ask students: "Do you agree with the professor's advice? Why or why not? What other suggestions do you have for Jason?" Encourage students to express their opinions freely. E. Speaking (10 minutes) Divide students into groups of four. Present the three situations in 2e on the PPT. Each group chooses one situation to act out a dialogue. Remind students to use the learned vocabulary and sentence patterns in their dialogues, such as "If you...". Give students about 5 minutes to prepare their dialogues. Walk around the classroom to offer help and guidance when necessary. Invite some groups to come to the front of the class and act out their dialogues. After each group finishes, ask the other students to give some comments, such as what they did well and what could be improved. F. Summary (3 minutes) Summarize the key points of this class with the students, including new words, phrases, sentence patterns, and the main idea of the listening and reading materials. Emphasize the importance of choosing the right communication methods in different situations. G. Homework (2 minutes) Ask students to write a short passage about their own experiences of communication problems and how they solved them. They should use at least three new words and two sentence patterns learned in this class. Tell students to review the new words and phrases, and practice reading the conversation in 2b fluently. 教学反思 In this class, the use of pictures in the warming - up stage successfully aroused students' interest and quickly introduced the topic of communication. However, in the future, more real - life video materials could be used to make the introduction more vivid. The vocabulary teaching method was relatively traditional. Next time, more interactive ways, such as word - building games or vocabulary competitions, could be adopted to make the learning process more engaging and help students better remember the new words. During the listening and reading parts, most students could understand the main idea and key details, but some students still had difficulties in catching specific information. In the future, more targeted listening and reading exercises should be designed to improve students' information - catching ability. The group - speaking activity was quite successful. Students actively participated and were able to use the learned language in their dialogues. However, some groups spent too much time on creating the plot of the dialogue rather than focusing on using the key language points. In future activities, more specific guidance on the use of language should be given before students start to prepare. The overall teaching process achieved most of the teaching objectives, but there is still room for improvement in terms of teaching methods and the degree of students' participation. Continuous reflection and adjustment will be made to make the English class more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$