Unit8 Period 4 Section B(1a - 1e)教学设计2025-2026学年人教版（2024）八年级英语上册

Unit8 Period 4 Section B(1a - 1e)教学设计 教学内容 讨论如何更好地与人沟通与交流。 核心素养 1. 学生能够理解文章内容，概括文章主旨及段落大意。 2. 学生能够梳理文章内容和脉络，并完成表格中的细节信息填写。 3. 学生能够弄清楚文章中各种代词的指代，进一步了解代词的用法。 4. 学生能够结合自身经历，对文章中的观点进行讨论。 5. 学生能够根据所学知识，表达自己的观点，增强口语表达能力。 重点难点 重点：理解文本内容，提取文本关键信息，完成相应的题目。 难点：对文章中的观点进行讨论，并发表自己的观点。 【教学分析】 【教学过程】 Step 1 Lead - in Greet the class and ask students: "Have you ever felt nervous talking to a stranger? What topics do you usually talk about?" Encourage students to share experiences in pairs or small groups. Design 意图: To activate students' prior knowledge and engage them in the topic of communication with strangers. Step 2 Work on 1a Write down students' experience on the board and lead them to find out the topics they usually talk about. For example: (1) The weather. (2) Sports. (3) Music. Design 意图: To help students identify common topics for small talk and build vocabulary related to conversation topics. Step 3 Work on 1b Teach the new words and phrases, explaining their usages by taking examples. (e. g., sincere, body language, strong points...) Have students read the text quickly and answer the question: "Who did the author write this text for?" The answer is: People who feel nervous or find it hard to talk to strangers. Have students read the passage carefully again, trying to figure out how many ways the author provides for making better conversations. The answer is: Four. Design 意图: To introduce new vocabulary, develop skimming and scanning skills, and help students grasp the main purpose and structure of the text. Step 4 Work on 1c Have students read the text again and complete the table with the information from the text individually. Check the answers in groups and clarify the differences. The answers are: (1) Listen carefully and show interest in others. good points; hobby. (2) Choose the right topic. The weather, sports, music, films, food or travel; personal information. (3) Be honest and sincere. "I don't know much about it"; strong points. (4) Pay attention to your body language. straight; smile. Design 意图: To help students extract detailed information from the text and organize it systematically, promoting reading comprehension and collaborative learning. Step 5 Work on 1d Have students read the text again and find out what the pronouns in bold refer to. Discuss the answers in pairs, then share as a class. The answers are: (1) it→their hobby; (2) them→others (people they disagree with); (3) it→the subject; (4) his/her→the other person; (5) it→body language; (6) it→practising conversation skills. Summarize the functions and uses of pronouns and give examples to explain them. Design 意图: To enhance students' understanding of pronoun reference, improve close reading skills, and reinforce knowledge of pronoun usage. Step 6 Work on 1e Lead students to discuss in groups about the following questions: (1) "What makes a good listener?" Possible answers: Asking questions, showing interest, avoiding interruptions. (2) "Are the tips reasonable? Why?" Encourage critical thinking (e. g., Is avoiding arguments always best? ). (3) "What other tips can you add?" Examples: Use humour, share personal stories, maintain eye contact. Design 意图: To foster critical thinking, encourage personal reflection and discussion, and expand students' ideas about effective communication. Step 7 Summary Summarize the key points of the lesson, including the ways to make better conversations and pronouns. Design 意图: To reinforce the main content of the lesson and help students consolidate what they have learned. Step 8 Homework Write a short dialogue using at least three tips from the text. Design 意图: To provide an opportunity for students to apply the learned communication tips in a practical writing task. 【随堂作业】 根据句意，用括号中所给单词的适当形式填空。 It is impolite (polite) to interrupt others when they are speaking. Everyone has their own personal (person) opinion about the movie. Read the instructions carefully (care) before you start the test. 【板书设计】 Unit 8 Let's Communicate! Section B How can we communicate better? (1a - 1e) Words and expressions: nervous, stranger, tip, carefully, show interest in sth, listener, point, surely, continue, impolite, personal, argue with sb, move on (to sth), sincere, find out, pay, attention, pay attention (to...), be yourself, offer, reasonable Sentences: Listen carefully and show interest in others. good points; hobby. Be honest and sincere. "I don't know much about it"; strong points. 【教学反思】 This lesson takes "how to communicate better" as the theme and designs activities like reading, chart filling, pronoun analysis, and group discussion, aiming to help students master basic social skills. Eighth-grade students are in a critical period of social ability development, and some show nervousness when communicating with strangers. The four skills in the textbook (listening, topic selection, sincerity, attention to body language) are close to their actual needs. (1) Chart filling helps students quickly extract key text information; pronoun reference practice (e.g., "it" refers to "hobby") works well, and students can infer answers from context, indicating initial success in logical thinking training. (2) When discussing "how to be a good listener" in groups, students propose viewpoints like "not interrupting others" and "nodding in response", demonstrating critical thinking. In the future, situational simulation activities can be designed, such as simulating first-meeting dialogues, to let students apply body skills like "smiling" and "standing straight" in practice and enhance the sense of experience. Improvement measures: (1) Consolidate skills through role-play, such as simulating the scenario of "praising others' advantages". (2) Provide example sentence templates for students with weaker comprehension and encourage students with stronger abilities to expand topics (e.g., environmental protection, technology). (3) Combined with adolescent psychological characteristics, discuss the difference between "sincerity" and "flattery" to help students establish a healthy social mentality. Generally speaking, this lesson achieves the goal of knowledge transmission but requires more interaction and practice to improve students' practical application abilities. In the future, life cases will be integrated to make communication skills truly "come alive". 学科网（北京）股份有限公司 $$