Unit 8 Section A(2a - 2e)教学设计 2025-2026学年人教版（2024）八年级英语上册

Unit8 Period 2 Section A(2a - 2e)教学设计 【教学分析】 - 教学内容：在生活中如何选择合适的沟通方式来处理矛盾。 - 核心素养： 1. 学生能够听懂对话内容，并根据对话信息选择正确的句子补全对话。 2. 学生能够根据所听的对话内容回答问题，提升综合表达能力。 3. 学生能够认识到生活中不同沟通方式的优点和缺点。 4. 学生能够模仿对话，进行角色扮演，并在表达中注意连读、重读、音调和停顿。 5. 学生能够在实际生活中应用if来表达假设的情境，并提出解决方案。 - 重点难点： - 重点：掌握各种沟通方式的英语表达；应用if来表达假设情境。 - 难点：理解对话中的细节信息，进行理解判断；运用所学句型进行自由表达。 【教学过程】 - Step 1 Lead - in 1. Greetings and ask students: "Have you ever had an argument with a friend? How did you solve it?" 2. Encourage students to discuss their ways to solve the conflict and write them down on the board. 3. After discussing briefly as a class, lead students into the topic: "Today, we'll learn how to communicate better after a conflict." Design Purpose: To activate students' prior knowledge about solving conflicts and naturally lead into the new topic, arousing their interest in the lesson. - Step 2 Work on 2a 1. Play the audio for 2a once without pauses. Ask students to listen for the general idea. 2. Play the audio again and ask students to fill in the blanks with the missing information. 3. Check the answers together. The answers are: C; B; D; A. Design Purpose: To train students' listening skills, first for gist and then for specific details, helping them grasp the key information in the dialogue. - Step 3 Work on 2b 1. Ask students to read the conversation silently and answer the questions. 2. Check the answers, discuss answers and encourage students to justify their answers. The answers are: (1) After the professor's speech on communication. (2) Face - to - face conversation is the best way. (3) Texting can take longer and may worsen misunderstandings if words are unclear. (4) He worries they might argue more on the phone. 3. Ask students to underlined the sentences with if - clauses. Explain how they are used and have students make some sentences with if - clauses. Design Purpose: To improve students' reading comprehension by answering questions, and to introduce and practice the use of if - clauses, laying a foundation for grammatical learning. - Step 4 Work on 2c 1. Lead students to discuss the questions: "How do you talk to your parents? How is it different from talking to friends or teachers?" 2. Have students brainstorm different kinds of communication methods (e. g., face - to - face, texting, calls) and write them on the board. 3. Ask students to fill in the chart template about their communication habits with the methods on the board. 4. Check the answers: (1) Friends: call the friends sometimes, talk about when or where to play games. (2) Teachers: ask questions face to face or email for help. (3) Classmates: chat in groups or use social media. Design Purpose: To encourage students to connect the lesson content with their real - life experiences, enhancing their ability to analyze and summarize different communication methods. - Step 5 Work on 2d 1. Listen to the conversation again and repeat after the audio loudly, paying attention to the linking, stress, intonation and pauses. 2. Divide students into groups of 2 and ask them to role - play the conversation. 3. Pick up some pairs to share their role - play in class. Teacher praises the good pairs and corrects the bad pairs. Design Purpose: To help students improve their pronunciation, intonation and speaking fluency through listening and repetition, and to develop their oral communication skills via role - play. - Step 6 Work on 2e 1. Highlight the structure "if + present tense, ...will + verb..." from the scenarios. Example: If you join me, we can jog together. 2. Encourage students to create 2 - 3 original sentences for each situation. 3. Have students pick one of the three scenarios and use the given phrases or their own sentences with conditionals. 4. Performance: Each pair acts out conversations and other pairs vote for the best pair. Design Purpose: To focus on the grammatical structure "if + present tense, ...will + verb...", provide opportunities for students to practice creating sentences, and enhance their communicative competence through performance. - Step 7 Summary Recap the main items in this period by reviewing the blackboard. Design Purpose: To help students summarize and consolidate the key knowledge and language points learned in this lesson. - Step 8 Homework Write 5 sentences with if - clauses about how they'll communicate with someone this week. Design Purpose: To reinforce students' understanding and use of if - clauses in real - life contexts outside the classroom. 【随堂作业】 根据句意，用所给单词的适当形式填空。 1. Several people made speeches (speech) at the wedding. 2. What are the chances (chance) of meeting a famous star in this city? 3. "Break a leg" is an interesting expression (express) that means "good luck". 4. They argued (argue) for hours but still couldn't agree. 5. It's better to discuss this problem in person (personal), not by phone. 【板书设计】 Unit 8 Let's Communicate! Section A How do we communicate? (2a - 2e) - Words and expressions: face - to - face, professor, in person, speech, argue, make up (with sb), prefer, calm, worry about, expression, chance - Sentences: 2c: (1) Friends: call the friends sometimes, talk about when or where to play games. (2) Teachers: ask questions face to face or email for help. (3) Classmates: chat in groups or use social media. 【教学反思】 This lesson revolves around the theme of "interpersonal communication strategies". Through listening cloze and situational dialogue activities, students' language comprehension and practical application abilities are reinforced. (1) By filling in suggestion options in the dialogue, students need to capture key words and understand logical relationships. (2) Students need to complete the "communication methods chart" and role-play different scenarios (e.g., inviting someone to a birthday party, asking for homework help). When filling in the chart, most students can list examples like "communicating with teachers: asking questions after class", but some content is vague (e.g., "communicating with classmates: chatting"), so guidance is needed to add details (e.g., "discussing group tasks"). (3) When doing listening cloze, a few students ignore connecting words (e.g., the 转折 after "but"), leading to wrong answers. Improvement measures: (1) Provide option prompts for students with weaker comprehension (e.g., marking the key phrase "meeting in person"); add post-listening retelling tasks for students with stronger comprehension. (2) Before role-play, provide a "communication strategy checklist" (e.g., "expressing apology: I'm sorry if...") to reduce expression pressure. (3) Correct common grammatical errors collectively (e.g., tenses of main and subordinate clauses in conditional sentences) and strengthen memory by comparing example sentences. Communication teaching should balance "skill training" and "emotional experience", enabling students to experience the power of language in real situations. In the future, more cultural comparison content (e.g., differences in apology methods between China and the West) can be introduced to broaden horizons and deepen language application, helping students become confident and effective communicators. 学科网（北京）股份有限公司 $$