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

该初中英语教学设计聚焦“如何进行更好的谈话”主题，围绕倾听兴趣、合适话题、诚实真诚、肢体语言四条沟通技巧展开。通过视频片段导入引发兴趣，结合读前预测、略读（主旨与技巧数量）、扫读（表格填空、代词指代）等环节，以表格和问题为支架帮助学生提取信息，梳理沟通技巧。 资料亮点在于主题贴近学生生活，任务设计层次递进（从信息提取到批判性讨论），融入文化意识（跨文化沟通规范如隐私尊重）与思维品质（小组讨论提出个性化建议）培养。采用任务型教学与分层作业，提升学生语言能力和社会交往能力，为教师提供清晰教学流程和反思改进参考。

课题 Unit 8 Let's Communicate! Section B (1a-1e) 学段 初中 年级 八 课型 阅读课 课时 4 学科 English 单元 主题分析 本单元的主题属于“人与社会”范畴，涉及“社会服务与人际沟通”子主题内容。本单元围绕“沟通”（Communication）这一核心主题，旨在引导学生探索多样化的沟通形式、描述人际交流方式，并讨论现实与未来的沟通场景。单元内容紧密联系学生生活实际，从识别图片中的沟通方式入手，深入探讨有效沟通的要素，培养学生的语言表达能力、跨文化理解力及对未来沟通技术的初步思考，全面提升其综合人文素养。 文本解读 What:本课是人教版(2024)八年级上册第八单元Let's Communicate! 的第四课时的阅读课，本文是一篇结构清晰的说明文，核心内容围绕“如何进行一次更好的谈话”这一主题以总分总的结构展开，具体提出了四条核心技巧：1.仔细倾听并展现对他人的兴趣；2.选择合适的话题；3.保持诚实与真诚；4.注意肢体语言，旨在为那些在社交对话中感到紧张或困难的人提供实用的建议。 Why:文本旨在为社交技巧尚不成熟的青少年（或初学者）提供一套清晰、可操作的行为指南，帮助他们克服沟通焦虑，提升人际交往能力。文本的意义超越了单纯的语言学习，它渗透了重要的社交礼仪与文化规范，如尊重隐私（不询问年龄、体重）、避免争执、保持真诚等，旨在培养学生的社会交往能力和情商，从而更好地融入社会活动。 How:文本在语言运用上具有显著特点。首先，大量使用第二人称和条件状语从句(If you..., you will...) 来创设情境、给出建议并预测结果，这不仅与单元语法重点紧密结合，也增强了文本的指导性和互动性。其次，文本采用了祈使句 来直接给出建议，使指令明确有力。此外，文本通过列举、对比和例证等手法，使建议条理分明、内容充实，易于读者理解和模仿。 学情分析 1.学生基本情况 本节课授课对象为八年级学生，正处于对社会交往规则敏感且渴望获得同伴认可的年龄。 2.已有知识经验 学生已接触过条件状语从句的基本结构，这有助于他们理解文中大量的“If you..., you will...”句式。 3.学习难点预测 虽然文本结构清晰，但要求学生准确地提炼出每条建议的核心要点并完成表格填空，可能存在困难。 4.教学对策 采用任务型教学法，为学生完成表格提供清晰的支架。 教学目标 语言 能力 1.Students will be able to identify the main idea and specific details from the expository text "How to Make a Better Conversation" and complete an information table accurately. 2.Students will be able to understand and interpret the meaning of pronouns in bold by correctly identifying their referents within the text. 文化意识 1.Students will recognize and understand certain cultural norms in English-speaking contexts regarding appropriate and inappropriate conversation topics. 2.Students will reflect on the importance of sincerity, active listening, and body language as universal yet culturally nuanced aspects of effective communication. 思维品质 1.Students will develop analytical and synthetic thinking by extracting information from the text and organizing it into a structured table. 2.Students will exercise critical and evaluative thinking by discussing the reasonableness of the tips provided and proposing their own additional tips, justifying their opinions. 学习能力 1.Students will develop the reading micro-skill of identifying pronoun referents to improve text comprehension. 2.Students will enhance their collaborative learning skills by discussing the questions in pairs or small groups, sharing interpretations and personal experiences. 教学 重难点 教学重点 Students will be able to use the key vocabulary and sentence structures from the text to discuss conversation skills. 教学难点 Students will build awareness of their own communication habits by connecting the text's advice to their own lives, identifying areas for personal growth. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Lead-in Teacher shows some video clips of people communicating in different situations through multimedia and asks:"What can you see in these videos? Do you think their communication is effective? Why or why not?"Guide students to think and answer. Students watch the video clips and answer the questions. 教师通过播放一些有关沟通的视频片段，迅速吸引学生的注意力，调动学生的积极性，引出本节课的主题，为后续阅读教学做铺垫。 Step 2 Pre-reading Work on 1a 1.Teacher shows pictures of people communicating (talking face to face, having a conversation with a stranger, smiling and listening) and ask:"What do you talk about when you meet someone for the first time? 2.Invite some students to share their thoughts and write key ideas on the blackboard (conversation, listen, topic, sincere). Prediction 1.Teacher displays the picture in 1b and asks:"Who are they?What’s their relationship?What are they doing? 2.Teacher encourages students to make guesses and share their ideas. 1.Students think about the question in 1a. 2.Students share their thoughts. 3.Students look at the picture and guess the content of the text. 4.Students share their ideas. 通过读前的问题问题设置，吸引学生的阅读兴趣，降低阅读焦虑。 通过分析图片引发思考，培养学生的读前预测和推理能力，为阅读做铺垫。 Step 3 While-reading Skimming Work on 1b 1.Teacher asks students to read the text quickly and answer the questions: -What’s the main idea of the text? -How many tips does the author give for making better conversations? -Who did the author write this text for? 2.After a quick read, have students discuss with their peers and then invite some students to share their answers. Scanning Work on 1c＆1d 1.Teacher lets students read the text again and complete the table in 1c with the information from the text. 2.Teacher leads students to check the answers together through PPT. 3.Teacher has students read these sentences in 1d and highlight them in the text. 4.Teacher first lets students independently complete 1d: find out what the pronouns in bold refer to, and then discuss with peers to solve confusion. 5.Teacher invites several students to share the answers. 1.Students read the text quickly and answer the questions. 2.Students discuss and share their answers. 3.Students read the text and complete the table. 4.Students check answers together. 5.Students read the sentences in 1d and highlight them in the text. 6.Students complete 1d and then discuss with peers. 7.Students share answers. 教师引导学生通过快速阅读解决三个问题，使学生对于该文本有一个整体的感知，锻炼学生快速获取关键信息的阅读技巧。 观察学生完成表格填写任务和判断代词的指代的表现，借助不同任务，逐步引导学生提取、分析信息，培养阅读理解与逻辑推理能力，加深对文本内容的理解。 Step 4 Post-reading Language points Teacher lets students read the text again,circle the knowledge points they don't understand in it, and teacher gives a detailed explanation, and then let students give some examples. ①Do you find it hard to have a conversation with a stranger? ②Here are some tips for making better conversations. ③Also, if you don’t agree with others, don’t argue with them. ④Pay attention to your body language. Students find the language points they don’t understand and take notes. 教师让学生再次整体阅读文本，勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 Step 5 Discussion Work on 1e 1.Teacher lets students discuss the questions within groups. -According to the text, listening plays an important role in a conversation. What do you think makes a good listener? -Do you think the tips are reasonable? Why or why not? -What other tips can you add to the text? 2.Teacher invites several students to share their answers,teacher gives some feedback. 1.Students have a discussion in groups. 2.Students share their thoughts with their classmates. 通过小组讨论和问题回答，引发学生进行深度思考，培养他们的批判性思维和表达能力，同时能够真正的将在文本所学到的沟通技巧应用到现实生活中。 Step 6 Summary Teacher shows the mind map of the text"How to Make a Better Conversation" through PPT, and leads the students to review the key points. Follow teacher’s step to review what they learned today. 教师带领学生回顾本节阅读课的内容，帮助学生构建知识框架，便于复述和记忆。 Step 7 Homework Level A:Read the text and try to retell the tips for making better conversations. Level B:Which of the four suggestions in the text do you think is the most important? Which is the most difficult to put into practice? Write a short paragraph (60 words) to explain your reasons. Level C:The text mentions that it is impolite to ask someone’s age and weight. Please explore in which cultural contexts this might not be considered offensive. Create a "Cross-Cultural Conversation Quick Guide" poster that provides 2-3 new pieces of advice for individuals from different cultural backgrounds. 本作业设计严格遵循分层教学理念，各层任务由浅入深，既保证基础达标，又提供个性化发展空间，旨在让不同学力的学生都能获得成功的体验和能力的提升。 板书设计 Unit 8 Let’s Communicate! Section B (1a-1e) 教学反思 1、 成功之处: 1.主题贴近学生生活:由于“如何更好地沟通”是每个学生都会面临的真实社交情境，学生在阅读和讨论过程中表现出强烈的共鸣。课堂活动，尤其是小组讨论环节气氛热烈，学生能结合自身经历积极分享观点。 2.任务设计具有清晰的层次性和支撑性:从整体理解（填写表格）到细节分析（代词指代），再到批判性思考（讨论问题），环节层层递进，帮助学生逐步深入地解读文本，不仅获取了信息，也锻炼了阅读策略和思维能力。 二、存在问题: 1.在时间分配上略显前紧后松:为了确保所有学生能完成信息提取的基础任务（填写表格），在前期投入了较多时间，导致最能体现学生创造性思维的环节展开不够充分，未能让更多学生分享他们独特的见解。 2.对文化差异的挖掘不够深入:虽然引导学生注意到了“不询问年龄、体重”这一文化点，但未能有效组织学生对比、探讨其背后的深层原因及在中西文化中的具体差异，文化意识的培养停留在表面认知。三、改进措施: 1.优化课堂节奏，推行“计时器”管理:为每个阅读环节设定明确的时间限制，特别是基础信息提取部分，强调快速捕捉关键信息，将节省出的时间用于深化后半段的讨论与输出活动，确保思维训练的完整性。 2.深化文化教学:在讨论环节中，增设一个具体的对比性问题，如：“为什么在我们的文化中，有时会询问长辈的年龄（以示关心），而课文却认为这不礼貌?”引导学生进行更深入的跨文化思考。 学科网（北京）股份有限公司 $