Unit 8 Let's Communicate!-Section B 1a-1e 教学设计 2025-2026学年人教版英语八年级上册

Unit 8 Let's Communicate!-Section B 1a-1e This section from Unit 8 “Let's Communicate!” in the People's Education Press (2024) English textbook for Grade 8 focuses on enhancing students' communication skills. It starts with vocabulary related to communication situations, such as “nervous, stranger, tip, carefully, listener, point, surely, continue, impolite, personal, sincere, pay, attention, offer, reasonable”. Through a text about making better conversations, students are introduced to important conversation skills, including listening carefully, choosing the right topic, being honest and sincere, and paying attention to body language. The section also includes listening exercises to train students to extract key information, and speaking activities for them to practice applying these skills in real - life - like scenarios. 教学目标 Students will be able to master the new words and phrases: nervous, stranger, tip, carefully, listener, point, surely, continue, impolite, personal, sincere, pay, attention, offer, reasonable; and expressions like show interest in sth., argue with sb., move on (to sth.), find out, pay attention (to...), be yourself. Students will understand and be able to use the sentence patterns related to communication, such as “Do you find it hard to have a conversation with a stranger?” 教学重难点 A. Teaching Key Points New words, phrases, and sentence patterns related to communication. The main points of making better conversations, including listening, topic - choosing, being sincere, and body language. Using the learned knowledge to have practical conversations. B. Teaching Difficult Points Helping students internalize the communication skills and use them flexibly in real - life situations. Guiding students to correctly judge and choose appropriate topics in conversations, and avoiding impolite topics. Teaching students how to use body language to assist communication effectively. New Words nervous /ˈnɜːvəs/adj. feeling worried and anxious 紧张的 stranger /ˈstreɪndʒə(r)/n. a person you do not know 陌生人 tip /tɪp/n. a small piece of advice 建议；窍门 carefully /ˈkeəfəli/adv. in a way that gives attention to details 仔细地；认真地 listener /ˈlɪsənə(r)/n. a person who listens 倾听者 point /pɔɪnt/n. an important idea or piece of information 要点；重点 surely /ˈʃʊəli/adv. used to emphasize that you believe something is true 无疑；肯定 continue /kənˈtɪnjuː/v. to keep doing something without stopping 继续 impolite /ˌɪmpəˈlaɪt/adj. not having good manners 不礼貌的 personal /ˈpɜːsənl/adj. relating to a particular person 个人的；私人的 sincere /sɪnˈsɪə(r)/adj. showing what you really think or feel 真诚的 pay /peɪ/v. to give money for something 支付；付费 attention /əˈtenʃn/n. the act of listening to, looking at, or thinking about something carefully 注意；专心 offer /ˈɒfə(r)/v. to say that you are willing to do something for someone 主动提出；提供 reasonable /ˈriːznəbl/adj. fair and sensible 合理的 Phrases show interest in sth. 对某事表现出兴趣 argue with sb. 与某人争论 move on (to sth.) 继续（做某事） find out 查明；弄清 pay attention (to...) 注意…… be yourself 做你自己 Sentence Patterns Do you find it hard to have a conversation with a stranger? “find sth. + adj.” 表示 “发现某物 / 某事处于某种状态”，其中 “adj” 是形容词作宾语补足语。强调 “发现宾语具有某种特征或处于某种状态”。 教学过程 A. Lead - in (5 minutes) Greet the students as usual. Then, show some pictures on the PPT. The pictures can include people having conversations in different situations, such as in a classroom, at a party, and in a coffee shop. Ask students: “What are these people doing in the pictures? Do you like talking to others? How do you feel when you talk to strangers?” Encourage several students to share their feelings and experiences. This activity aims to arouse students' interest in the topic of communication and lead them into the new lesson. B. Vocabulary Presentation (10 minutes) Present the new words one by one on the PPT. For each word, show its pronunciation, meaning, and an example sentence. For example, when teaching “nervous”, show the sentence “I always feel nervous when I speak in public.” Let students read the words after the teacher several times to practice pronunciation. Use some simple body language or short skits to help students understand the words better. For “impolite”, the teacher can act out a scene of interrupting others while they are talking. Organize a small game called “Word Guessing”. Divide students into groups. One student from each group comes to the front of the class and acts out the meaning of a word (without speaking), and the other group members guess the word. This game can make the vocabulary learning more interesting and help students remember the words more firmly. C. Reading and Comprehension (10 minutes) Give out a handout with the text “How to Make a Better Conversation” to students. Let them read the text quickly and answer the question: “What is the main idea of this text?” After students finish reading, ask some of them to share their answers. Then, let students read the text again carefully and complete a table on the PPT. The table can have columns like “Conversation Skills” and “Details”. For example, under “Conversation Skills”, write “Listen carefully and show interest in others”, and under “Details”, students need to write relevant information from the text, such as “Find good points to ask questions about others' hobbies”. Check the answers together. Then, select some difficult sentences from the text, such as “If you have no idea of a subject, just say ‘I don't know much about it.’”, and explain the grammar and sentence structure to students. This step helps students understand the text deeply and master the important conversation skills. D. Listening Practice (10 minutes) Let students look at the pictures and words in 1a. Explain the task: They will listen to a conversation and circle the words they hear. Play the recording for the first time. Students listen carefully and circle the words. Play the recording again. This time, students need to write the ingredients in the order they hear them in 1d. Check the answers with the whole class. If there are some difficult points in the listening material, play the relevant parts again and explain. This listening practice can train students' ability to extract key information from the audio. E. Speaking Practice (10 minutes) Divide students into pairs. Let them practice a conversation about making a sandwich, using the words and expressions they learned in the listening part. One student asks questions like “How do you make a cheese sandwich?” and the other answers according to the steps. After a few minutes, ask some pairs to come to the front of the class and act out their conversations. The rest of the students listen and watch, and then give some simple comments, such as “Their pronunciation is clear.” or “They use the words correctly.” Then, expand the speaking task. Let students talk about how to make their favorite sandwiches. They can add their own ideas and ingredients. Encourage them to use the communication skills they learned from the reading text, such as listening carefully to their partners' opinions and showing interest. This speaking practice can improve students' oral English ability and their ability to apply the learned knowledge. 教学反思 After this class, I think the overall teaching process went smoothly. The lead - in part successfully attracted students' attention and made them interested in the topic of communication. The vocabulary presentation through various methods, especially the game, made students actively participate in learning new words. However, in the reading comprehension part, some students had difficulty understanding the text, especially the parts about grammar and complex sentence structures. Maybe I should give more time for them to read and analyze the text, or use more vivid examples to explain. During the listening practice, most students could complete the tasks well, but a few students still had problems with catching the key information. In the future, I need to design more targeted listening exercises for these students. In the speaking practice, students were active, but some students were a little nervous when speaking in front of the class. I should encourage them more and create a more relaxed speaking environment. Overall, through this class, students have learned some new knowledge about communication, but there is still room for improvement in teaching methods and student guidance. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$