Unit 7 Means of communication-B Reading and critical thinking 教学设计 2025-2026学年沪外教版英语八年级上册

该初中英语教学设计围绕“沟通方式”这一核心主题，聚焦语言能力与思维品质的协同发展。通过展示不同时代通信工具图片导入新课，激活学生已有经验，再借助词汇预热、排序讨论和阅读任务层层递进，构建从感知到理解再到批判性思考的学习支架，实现知识迁移与能力提升。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在小组讨论环节中，学生需运用所学词汇如“break down barriers”“rely on”分析社交媒体对人际关系的影响，体现思维品质中的批判性思维；通过对比传统书信与现代即时通讯，引导学生尊重多元文化，增强文化意识；教师设计的预测未来通信方式写作作业，则有效培养学习能力，鼓励学生主动拓展语言输入渠道。此设计既助力学生深度理解文本内涵，又为教师提供可复制、易操作的教学范式，显著提升课堂实效。

Unit 7 Means of communication-B Reading and critical thinking This unit focuses on the theme of "Means of communication". The reading material in part B is likely to be an article related to different communication methods, such as the development of communication technologies, the comparison between traditional and modern communication means, or the impact of communication on people's lives. It may include various details about different communication tools like letters, telephones, emails, and social media platforms. Through reading this text, students are expected to gain a deeper understanding of the evolution and significance of communication means, as well as the associated cultural and social implications. 教学目标 Knowledge Objectives Students will be able to understand and master new vocabulary and phrases related to communication, such as "communication", "technology", "instant", "barrier", "virtual", etc. They will learn key sentence structures used to describe and discuss communication means, for example, "With the development of...", "It has become easier/more convenient to...", etc. Students can identify and understand different types of information in the text, including facts, opinions, and details. Ability Objectives Develop students' reading skills, such as skimming for the main idea, scanning for specific information, and inferring meaning from context. Cultivate students' critical thinking ability by asking them to analyze and evaluate the advantages and disadvantages of different communication means presented in the text. Improve students' oral and written communication skills. They should be able to express their own views on communication means clearly and fluently in both speaking and writing tasks. Emotional Objectives Arouse students' interest in exploring different communication means and their development. Foster students' awareness of the importance of effective communication in daily life and different cultures. Encourage students to embrace new communication technologies while also respecting traditional ways of communication. 教学重难点 Key Points New vocabulary and sentence structures related to communication means. Understanding the main idea and key details of the reading text. Developing basic reading skills like skimming and scanning. Difficult Points Analyzing and evaluating the complex information in the text, especially the critical thinking part, such as discussing the potential negative impacts of modern communication means. Expressing personal opinions accurately and comprehensively in both oral and written forms, using the learned language knowledge. Helping students understand the cultural and social connotations behind different communication means. Vocabulary Communication-related nouns: communication, message, letter, telephone, mobile phone, email, social media, platform, network, etc. Verbs: communicate, send, receive, connect, interact, share, update, etc. Adjectives and adverbs: instant, convenient, efficient, virtual, global, widely, etc. Phrases: keep in touch with, get in touch with, break down barriers, in real time, rely on, etc. Sentence Structures "The development of communication technology has brought about great changes in our lives." "It is much easier to communicate with people around the world via the Internet." "Although modern communication means are very convenient, they also have some drawbacks." "People used to communicate mainly by writing letters in the past." Reading Skills Skimming: quickly read the title, headings, first and last paragraphs to get the general idea of the text. Scanning: look for specific information such as numbers, names, or key words in the text. Inferring: guess the meaning of new words or the author's intention based on the context. 教学过程 Step 1: Lead-in (5 minutes) Show some pictures of different communication means, such as an old - fashioned letter, a rotary - dial telephone, a modern smartphone, and a computer with an email interface. T: "Boys and girls, look at these pictures. Can you tell me what they are and how people use them to communicate?" Encourage students to answer in English and briefly describe the communication process of each tool. Then ask a general question: "How do you usually communicate with your friends, family, or teachers? Which communication method do you like best and why?" Invite several students to share their answers, which can activate students' prior knowledge and lead to the topic of this reading class. Step 2: Pre - reading (8 minutes) Present new vocabulary related to communication on the blackboard or using a PPT. Words like "communication", "technology", "instant", "barrier", "virtual" are included. Explain the meaning of each word with simple examples. For example, for "instant", say "When you send a text message, you can get an instant reply." Let students read the words aloud several times to familiarize themselves with the pronunciation. Divide students into pairs. Give each pair a set of cards with different communication means written on them (e.g., letter, telephone, email, WeChat). Ask them to discuss and rank these communication means from the least convenient to the most convenient in their opinion, and write down the reasons for each ranking. After a few minutes, invite some pairs to share their rankings and reasons with the whole class. This activity can help students think about the characteristics of different communication means before reading the text. Step 3: While - reading (20 minutes) Skimming (3 minutes) Ask students to quickly read the title, headings, and the first and last paragraphs of the reading text. Then pose a question: "What is the main topic of this text? Is it about the history of communication, the types of communication means, or the influence of communication on society?" Let students raise their hands to answer. This step helps students get a general understanding of the text. Scanning (5 minutes) Present a series of specific questions on the screen, such as: "What are the three most common modern communication means mentioned in the text?" "When was the first email sent?" "According to the text, what is one of the advantages of social media?" Instruct students to scan the text to find the answers to these questions. After they finish, check the answers together and ask students to read out the relevant sentences in the text. This activity trains students' ability to find specific information quickly. Careful Reading (12 minutes) Divide the text into several paragraphs. Let students read each paragraph carefully and summarize the main idea of each paragraph. After that, ask students some detailed - understanding questions, such as: "What does the author mean by 'communication barriers have been broken down' in paragraph 3?" "In what ways has the Internet changed our communication habits according to paragraph 4?" Encourage students to analyze the sentences and paragraphs to answer these questions. Also, ask them to mark the difficult sentences or new expressions they don't understand in the text. Then, explain these difficult points to the whole class. Step 4: Critical Thinking and Group Discussion (10 minutes) Pose some critical thinking questions related to the text, such as: "Do you think modern communication means like social media have made people closer or more distant? Why?" "What are the potential negative impacts of relying too much on instant communication tools?" "Can traditional communication means like letters still play an important role in modern society? If so, in what aspects?" Divide students into groups of four or five. Each group chooses one of the questions to discuss. In the group discussion, students are required to express their own opinions, listen to others' views, and try to reach a consensus or at least have a comprehensive understanding of the issue. The teacher walks around the classroom to monitor the discussion, offer help when necessary, and encourage students to use the learned vocabulary and sentence structures. After the discussion, each group selects a representative to present their group's discussion results to the whole class. Other groups can ask questions or make comments. This activity can not only improve students' critical thinking ability but also enhance their oral communication and cooperation skills. Step 5: Summary and Homework Assignment (2 minutes) Summary Briefly summarize the key points of this class, including new vocabulary, important sentence structures, main content of the reading text, and the results of the group discussion. Emphasize the importance of understanding different communication means and their impacts. Homework Assignment Ask students to write a short passage about their own predictions for the future development of communication means. They should use at least five new words or phrases learned in this class. Encourage students to read more articles about communication on the Internet or in English newspapers to expand their knowledge. 教学反思 After teaching this class, I need to reflect on the following aspects: Teaching Objectives Achievement Check whether students have achieved the knowledge, ability, and emotional objectives. For example, observe if students can correctly use new vocabulary and sentence structures in their oral and written expressions, and whether they have shown improved critical thinking ability in the group discussion. If not, think about what teaching methods need to be adjusted or what supplementary teaching materials should be provided. Teaching Process Evaluate the effectiveness of each step in the teaching process. The lead - in part should be able to arouse students' interest. If students seem not engaged enough, consider using more interesting and relevant materials. In the while - reading part, check if the reading tasks are appropriate for students' reading levels. If most students have difficulty in completing the tasks, the tasks may need to be simplified or more guidance should be given. Regarding the group discussion, assess whether students actively participated and whether the discussion achieved the expected results. If not, think about how to better organize group activities in the future, such as clarifying the discussion rules more clearly or training students' group cooperation skills in advance. Student Participation Analyze the participation degree of different students. Notice if there are some students who rarely participated in class activities. Try to find out the reasons, such as shyness, language difficulties, or lack of interest. Then take corresponding measures, like providing more individual attention, simplifying tasks for those with language difficulties, or designing more attractive activities to arouse their interest. Teaching Methods and Strategies Reflect on the use of teaching methods and strategies. Consider whether the combination of direct instruction, group work, and discussion is effective. Maybe some teaching methods can be adjusted or new teaching strategies can be introduced. For example, using more multimedia resources to make the class more vivid, or using role - playing activities to let students experience different communication scenarios more directly. By reflecting on these aspects, I can continuously improve my teaching quality and better meet the learning needs of students in future teaching. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $