Unit 8 Let’s Communicate! Section B 1a-1e 说课课件- 2025-2026学年人教版英语八年级上册

该初中英语课件聚焦“如何更好沟通”主题，涵盖倾听、话题选择、真诚表达、肢体语言等核心技巧，结合文本总分总结构及if从句、代词指代等语言知识。课堂导入用“‘I人’‘E人’”流行词汇激活兴趣，通过头脑风暴沟通问题引入核心词汇，衔接已学说明文阅读技巧，搭建新旧知识支架。 其亮点在于践行“教—学—评”一体化，通过角色扮演解决实际沟通问题提升语言能力，设计批判性讨论分析技巧合理性培养思维品质，融入文化差异识别增强文化意识。教师可借助完整教学流程与多元评价工具高效教学，学生能在实践中提升沟通能力与学习能力。

“教—学—评”一体化视域下的初中英语教学实践 Unit 8 Let’s Communicate! Section B 1a-1e Teaching Philosophy New Curriculum Standards Core competencies Integration of teaching, learning and assessment 教 学 评 核心素养水平 课程内容六要素 学业质量水平 Activity-based approach Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection Improve students’ communication skills and help them become a good communicator; Cultivate positive values like being honest and sincere. [What] [Why] [How] Theme: Man and society Man and self Content: It’s a how-to guide about making a better conversation. Four tips and some examples are written for students who worry about talking with strangers. Understand an expository writing; Learn about a general-specific-general structure; Use real-life communicating problems to lead in; Use if-clauses and short imperative sentences to solve communication problems; Use reasoning and examples to explain. Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection Know Wonder Learn Learned an expository essay (U6); Learned how to use basic reading skills like skimming, scanning. Want to learn communication skills and express themselves clearly and confidently; Want to improve cultural awareness in communication. Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection By the end of the lesson, students will be able to understand how the writer elaborates the main idea with a general-specific-general structure. retrieve and summarize key information in the text, including communication tips, examples with if-clauses and pronoun references; 3. analyze and infer the underlying reasons behind each tip; recognize the cultural differences in communication; comment on the tips and provide additional ones; 4. make use of the communication skills to solve real-life problems in a role play. key point difficult point key point 学习理解 迁移创新 应用实践 设计意图：Use buzz words to arouse Ss’ interest; Activate students’ existing knowledge and experience on the topic. quiet, enjoy time alone … Lead-in Are you an “I人” or “E人”？ 评价方式： Teacher & Student assessment T Observe whether students can use existing knowledge to share personal understanding. Ss exchange ideas in a group discussion. an introvert an extrovert outgoing, like to talk … Are “E人” better at communicating than “I人” for sure? Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Brainstorm actual problems; Activate students’ experience and learn expressions related to interpersonal communication. find it hard to start a conversation get nervous easily don’t know what to talk about Lead-in What communicating problems may each type have? 评价方式： Teacher assessment T Observe whether students can use existing knowledge and experience to brainstorm topic-related expressions. can be impolite to talk all the time don’t know where to draw a line on personal matters argue about ideas easily How can we communicate better? /ˈnɝː.vəs/ /ɪmpə'laɪt/ /ˈɑː(r)ɡju/ Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Train Ss’ ability of predicting and viewing; Prepare Ss with skills on how to understand an expository. Activity 1: read for text type Skim the text and answer. 评价方式： Teacher assessment Check Ss’ understanding according to their answers. Q1: Predict from the picture and title: What’s the passage about? How to make a better conversation. / Tips for making better conversations. Q2: Who is the text for? For people who get nervous when talking to someone. / For people who find it hard to have a conversation with a stranger. Q3: How does the author start the text? Why does he do so? By asking questions. To interest readers and build emotional connection. Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Improve students’ ability to analyze the structure of a text; Help Ss differentiate types of writing. Q1: What type of text is it? a story an argumentative text(议论文) an instruction Q2: What’s the structure of the passage? Skim the text and answer. 评价方式： Teacher assessment Check Ss’ understanding according to their answers. ① ② ③ ④ ⑤ ⑥ a how-to guide Activity 2: read for structure Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection tips for whom result 设计意图：Train students’ ability to skim for topic sentences. Complete the table with the tips in the text. 评价方式： Teacher assessment Check whether students have a structured mind-set to skim for topic sentences in the beginning of each paragraph. Activity 3: read for main ideas Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection How to make a better conversation Tip (1) (2) (3) (4) Listen carefully and show interest in others. Choose the right topic. Be honest and sincere. Pay attention to your body language. 设计意图：Help Ss understand how the writer elaborates on the tips with supporting details. 评价方式： Teacher & Student assessment T observes whether Ss can retrieve the examples and details from the text; Ss check answers in a group discussion. How to make a better conversation Tip Example (1) • listen and find _______________ to ask about, such as his / her ______ (2) • talk about ____________________________ but do not ask _____________________ (3) • just say _________________________ if you have no idea of a subject • mention the ______________ of the other person (4) • stand up _______, ______, and be yourself Listen carefully and show interest in others. Choose the right topic. Be honest and sincere. Pay attention to your body language. some good points hobby topics like the weather, travel or… personal information “I don’t know much about it.” strong points straight smile 1. Work in groups to complete the table with the information from the text. Activity 4: read for content Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图： Promote students’ deep thinking ; Enable Ss to apply book knowledge to solve actual problems. 评价方式： Teacher assessment Observe whether students can think deep and critically; whether students can give proper answers. 2. Read the first tip and answer the questions. Q2: If the speaker says that he likes basketball, what questions can you ask? Who is your favourite basketball player? How often do you play it? … Q1:Why is listening so important? It shows people you care and have interest in them. It’s an important part for a conversation to continue. … Activity 4: read for content Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Help Ss understand if-clauses; Train the ability to apply book knowledge to solve actual problems. 评价方式： Teacher assessment Observe whether students can think deep and critically; whether students can give proper answers and explain why. 3. Read the second tip and answer the questions. Q2: If the speaker says that he disagrees with you on a topic, what do you better say? 1. You must be wrong. I still think… 2. Well, let’s agree to disagree. What about…? 3. That makes some sense. Let’s… Q1: If you are talking to a stranger, which questions can be more proper? 1. Do you prefer Sichuan or Cantonese dishes? 2. Did you get a full mark in the test? 3. Are you excited about the new movie Zootopia 2 ? 4. How much money does your father make for a year? Do you think you can make friends with people who don’t agree with you? Activity 4: read for content personal information Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Help Ss understand if-clauses; Train the ability to apply book knowledge to solve actual problems. 评价方式： Teacher and Student assessment T Observe whether students can think deep and critically; whether students can discuss to give proper answers. Ss check their understanding in pairs. 4. Read the third tip and discuss in pairs to answer the questions. Q: If you want to show honesty and sincerity, what should you say? Write example sentences. If you have no idea of a subject ... If you want to make the other person happy ... I don’t know much about it. I’m afraid I have no idea. but you can tell me more. I love your point ... Your point ... is interesting. I really agree with you ..., because ... Activity 4: read for content Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图： Promote students’ deep-thinking; Train the ability to apply book knowledge to solve actual problems. 评价方式： Teacher assessment Observe whether students can think deep and critically; whether students can give reasonable answers. 5. Read the fourth tip and answer the questions. Q1: If Jack wants to make a good conversation, which picture shows his positive body language? We first see, then we hear. Our body language sometimes speaks louder than words. Q2: Why does body language matter so much? Activity 4: read for content Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Lead Ss to think about how pronouns are used for reference. 1. What does “it” refer to? 评价方式： Teacher assessment T observes whether students can identify pronoun reference correctly. making better conversations / learning more conversation skills Activity 5: read for language Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图：Help students analyze and understand how pronouns contribute to textual cohesion and coherence. 2. Discuss in pairs. Find out what the pronouns in bold refer to. (1) ... if someone tells you their hobby and you can ask questions about it, ... (2) Also, if you don’t agree with others, don’t argue with them. (3) If you have no idea of a subject, just say “I don’t know much about it.” (4) If you want to make the other person happy, mention his or her strong points. (5) Sometimes it is just as important as your words. 评价方式： Teacher & Student assessment T observes whether students identify pronoun reference correctly in pair work. Ss check their understanding in pairs. Pay attention to your body language. Sometimes it is just as important as your words. “John finished John’s report. Then John gave the report to John’s teacher.” “John finished his report. Then he gave it to his manager.” Activity 5: read for language Pronouns help achieve clear reference and avoid repetition. Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图： Cultivate critical thinking; Meet the needs of students with different levels. Do you think the tips are reasonable? Why or why not? 评价方式： Teacher assessment Check whether students can think critically and give comments on the tips; whether Ss can offer more tips. How to make a better conversation Tip Reasonable or not Reason (1) (2) (3) (4) (5) … Listen carefully and show interest in others. Choose the right topic. Be honest and sincere. Pay attention to your body language. What other tips can you think of to make a better conversation? Activity 7: further thinking /ˈriː.zən.ə.bəl/ Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection Use a mind map to summarize. Activity 6: summarize 设计意图：Help students summarize the tips and details with a mind map; Teacher assessment T check whether students can draw a structured mind map to understand and organize the text. If you…, you will find…easier. 设计意图：Develop students’ ability to apply book knowledge to solve actual problems; Promote communication and cooperation; Train the ability of transferring and innovating. “I人” Jack is a new member in a reading club. He meets “E人” Allen. How can they communicate well and make friends? Role play the situation. Work in pairs; Think about possible problems; Use tips in the text to help; Pay attention to your body language. Role play the situation. 评价方式： Teacher assessment T observes whether Ss actively join in pair work and class presentations; whether Ss can express fluently and properly. Activity 8: pair work Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图： Review the tips and details with the mind map; Meet the needs of students with different levels; Promote critical thinking. Must do: Understand the language and retell the text based on the mind map. Choose to do: Write 2 more tips on how to make a better conversation. Make a poster to share with your classmates. Homework Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection 设计意图： Offer Ss leverage to do self-evaluation; Draw Ss’ attention back to the learning objectives. Student assessment Ss evaluate their learning with the checklist. Activity 9: self-assessment Checklist How well can you do these things?` Very well OK Needs work I know the structure and language feature of this expository text. I can understand and use if-clauses to support ideas. I can find out what pronouns refer to in the context and use pronouns in writing. I can think about the tips critically and understand the cultural difference. I can apply the writer’s advice to actual situations. What I need to improve is _________________________. 评价方式： 01 Highlight 02 Reflection Use buzz words to engage students and present real-life communicating problems to build up vocabulary; Inspire students to think deep by commenting on the tips and provide additional ones; Present open-answer questions to help students apply book knowledge to solve real-life communication problems; Provide scaffolding for lower-level students. Students may not have enough time to role play and share in class. Teaching Philosophy Text Analysis Student Analysis Learning Objectives Teaching Procedures Teaching reflection $