Unit 8 Section A (Pronunciation & 2a-2e) 教学设计 2026-2027学年英语人教版八年级上册

Unit 8 Let's Communicate! Section A (Pronunciation & 2a-2e) 教学设计（第二课时·听说课） 2026—2027学年　人教版（2024）英语八年级上册 课　　题 Let's Communicate!（Unit 8 Section A Pronunciation & 2a-2e） 课　　型 听说课（Listening & Speaking） 课　　时 第2课时（45分钟） 授课年级 八年级上册 核心素养目标 素养维度 目标描述 语言能力 掌握成对辅音的读音规律：/-pl/（apple, people）、/-bl/（able, possible）、/-kl/（uncle, article）、/-gl/（eagle, single）、/-tl/（little, hospital）、/-dl/（middle, noodle）、/-fn/（often, soften）、/-vn/（even, seven）、/-sn/（listen, person）、/-zn/（cousin, reason）、/-tn/（certain, Britain）、/-dn/（garden, pardon）；掌握连读（辅音+元音；-r/-re+元音）、单词重音与句子重音规则；能听懂 Jason 与教授关于“与朋友争吵后如何和好”的对话并完成选句填空与问答；能用 2e 三个情境编对话。 学习能力 按“发音要领—例词—听辨”三步归纳成对辅音读音；朗读 if 句链条时注意连读、重音、语调与停顿；听前依据空格前后句的背景信息和关键词预测所填内容。 思维品质 预测教授建议的合理性（面对面交谈最佳→不能见面就打电话→短信的后果→先冷静）；辨析 try to do sth 与 try doing sth 的语义差异。 文化意识 认识“友谊需要经营”——与朋友争吵后应 stay calm and say sorry、选择合适的沟通方式修复关系（make up with sb）；体会倾听专家建议、维护友谊的交往智慧（Friendship is important.）。 教学重难点 教学重点：①12 组成对辅音的听辨与朗读（课本 p.73）；②连读两规则与句子重音四规则；③2a 选句填空（C/B/D/A）与 2b 四问（课本 p.74）；④2c 沟通图表与 2e 情境对话。 教学难点：①/-sn/ /-zn/ /-tn/ /-dn/ 等鼻音成对辅音的发音（口腔通道先阻后鼻腔出气）；②2a 预测策略（根据前后句背景信息和关键词预测）；③2e 情境对话中 if 句与求助表达的组合使用。 教学过程 教学环节 师生活动 活动观层次 评价要点 Step 1 Review and read 音素复习 (3’) ①快读四组辅音——/p/ /b/ /t/ /d/ /k/ /g/；/f/ /v/ /t/ /d/ /s/ /z/ /l/ /n/；②组合试读——/pl/ /bl/ /tl/ /dl/ /kl/ /gl/；/fn/ /vn/ /tn/ /dn/ /sn/ /zn/；③点题：本课学习成对辅音在词中的读音与连读、重音。 学习理解 感知与注意 音素试读流利度（诊断性评价） Step 2 Pronunciation 1 成对辅音 (5’) ①Listen and repeat.（p.73）——/-pl/：apple, people（由/p/音滑向/l/音，口形随之变化）；/-bl/：able, possible（由/b/滑向/l/）；/-kl/：uncle, article（由/k/滑向/l/）；/-gl/：eagle, single（由/g/滑向/l/）；/-tl/：little, hospital（由/t/滑向/l/）；/-dl/：middle, noodle（由/d/滑向/l/）；/-fn/：often, soften（由/f/滑向/n/）；/-vn/：even, seven（由/v/滑向/n/）；/-sn/：listen, person（由/s/滑向/n/）；/-zn/：cousin, reason（由/z/滑向/n/）；/-tn/：certain, Britain（由/t/滑向/n/）；/-dn/：garden, pardon（由/d/滑向/n/）。 学习理解 比较与归纳 12 组例词听辨正确率 Step 3 Pronunciation 2 if 句链条朗读 (4’) ①Listen and read. Notice the linking, stress, intonation, and pauses.（p.73）——If you give a cat some milk, she will become your friend. If she becomes your friend, she will probably follow you everywhere. If she follows you everywhere, she may want to play games with you. If you play games with her, you might get tired. And if you get tired and begin to sleep, she might wake you up and ask for more milk!；②朗读指导：if 从句读升调、主句读降调；相邻单词连读；意群后停顿。 学习理解→应用实践 内化与运用 链条朗读的连读与语调 Step 4 连读规则 (3’) ①辅音+元音：前一个词的词尾是辅音，后一个词以元音开头，两个词可以连读——What is this? / Give it a try. / Ask the teacher for it.；②-r/-re+元音：前一个词的词尾是 r 或 re，后一个词以元音开头，可以连读，中间增加一个/r/音——There is a ball on the desk.。 学习理解 概括与整合 两规则例句连读示范 Step 5 单词重音 (4’) ①双音节词：一般在第一个音节重读（pilot /ˈpaɪlət/ 飞行员）；少数双音节词在第二个音节重读（machine /məˈʃiːn/ 机器）；一些复合词，尤其是名词，在第一个音节重读（rainfall /ˈreɪnfɔːl/ 降雨量）；有前缀 a-，ad-，be-，re-，ex- 等的双音节词，重音一般在后一个音节上（advice /ədˈvaɪs/ 建议；replace /rɪˈpleɪs/ 代替）；②多音节词：三音节词一般在第一个音节重读（benefit /ˈbenɪfɪt/ 使受益）；少数三音节词在第二个音节重读（develop /dɪˈveləp/ 发展）；三个音节以上的词，一般在倒数第三个音节上重读（university /ˌjuːnɪˈvɜːsəti/ 大学）；③有的词有两个重音：主重音标在左上方，次重音标在左下方——communication /kəˌmjuːnɪˈkeɪʃn/（交流）。 学习理解 概括与整合 重音标注判断 Step 6 句子重音 (4’) ①规则 1：名词、动词、形容词、副词和数词在句中一般重读——He is an engineer. / She achieved her dream through hard work. / How creative Ben is! / Tom listens carefully in class. / I have two tickets to the concert.；②规则 2：冠词、介词和连词一般不重读——Jane has a beautiful scarf. / What about playing badminton after school? / My father kept on working although he was tired.；③规则 3：情态动词、助动词、系动词在肯定的简略答语中或构成否定时需要重读，其他情况一般不重读—Can you play the flute? —Yes, I can. / He doesn't play the piano as well as Peter.；④规则 4：人称代词和形容词性物主代词一般不重读，但疑问词和指示代词一般要重读——How do you like the movie? / These are his tennis rackets.；⑤强调重读：为了强调重点，可以把原来不重要的单词重读——My book is under the desk.（强调“在下面”/ 强调“我的”）。 学习理解→应用实践 内化与运用 重读句子朗读质量 Step 7 Free talk 读前预测 (4’) ①Do you have good friends? How do you make up when you argue with your friend? What's the best way of communication in this situation?（argue v. 争论；争吵；make up (with sb) 与……言归于好）；②Scan and find：What's Jason's problem? —Sometimes his friends and he argue but don't know how to make up.；③Read and predict：根据空缺部分前后句的背景信息和关键词预测横线处内容——第一空可能建议面对面的交谈；第二空可能建议打电话交谈；第三空信息交流可能出现的后果；第四空可能建议先冷静一下。 学习理解 分析与判断 四空预测的方向准确度 Step 8 Work on 2a 听力填空 (5’) ①Listen to the conversation and fill in the blanks.（p.74）——备选：A. take a break B. just call your friend C. a face-to-face talk usually works the best D. it takes longer and can make things worse；②答案：第一空 C / 第二空 B / 第三空 D / 第四空 A；③语言点——helpful（形容词）有用的；有益的，be helpful to sb/sth（Watching English movies may be helpful to your listening.）；thanks for＝thank you for 因……而感谢；speech n. 演说；发言；prefer v. 较喜欢；meeting 是动名词，在句中作主语，谓语动词用第三人称单数形式；in person 亲自；亲身；be careful with 注意；当心；what if 如果……会怎么样（常用于提出假设性问题）；over the phone＝on the phone 通过电话；It's+adj.+to do sth.（it 是形式主语）；take a break 休息一下（相当于 have a break/rest）；make+宾语+形容词 使……处于某种状态。 学习理解→应用实践 获取与梳理 2a 选句正确率（对应语言能力目标） Step 9 Work on 2b 读后问答 (5’) ①Read the conversation and answer the questions.（p.74）——1. When did this conversation probably happen? —This conversation probably happened after the professor's speech on communication.；2. What does the professor think is the best way to solve the problem? —The professor thinks that a face-to-face talk usually works the best to solve the problem.；3. What are the problems with texting? —It takes longer and can make things worse if people are not careful with their words.；4. Why does Jason worry about talking on the phone? —Because he is afraid that he and his friend may argue more over the phone.（worry about 为……担心，后接名词、代词或动词-ing 形式；be worried about 为……担心）；②语言点：辨析 try to do sth（设法、尽力做某事，强调付出努力）与 try doing sth（尝试做某事，强调试试看的态度）——He tries to calm himself by trying playing the flute. 学习理解→应用实践 分析与判断 四问回答与原文依据 Step 10 Work on 2c/2d 图表与表演 (4’) ①2c：Talk about how you communicate with different people in your life and then complete the chart.（p.74）——范例：parents: talk face to face, every day, talk about school life；friends: talk face to face, talk online or make video calls, every day, talk about school life, interests or after-school activities；teachers: talk face to face or make phone calls, every day, talk about study problems or study plans；classmates: talk face to face, talk online or make video calls, every day, talk about homework, interests or after-school activities；②2d：Listen to the conversation. Then role-play it.（用 2a 四个选句补全对话后分角色表演）。 应用实践 内化与运用 图表四行完整度与表演 Step 11 Work on 2e 情境对话 总结作业 (6’) ①Choose a situation from below and make up a conversation. The expressions in the box may help you.（p.74）——情境 1：Susan, one of your classmates, invites you to her birthday party this weekend.（表达：If you can come, I'll be very happy. / If you want to make some new friends, this is a good chance.）；情境 2：You have some problems with your homework, and you really need help.（表达：If you need help, I think you should tell… / If you talk to…, I think he/she will be happy to help you.）；情境 3：You found a good place to go jogging, and you want to ask someone to go with you.（表达：If you go there, you'll… / If you join me, we can…）；②Possible version——If I have problems with my homework, what should I do? / If you need help, I think you should tell Mrs Smith about it. / If Mrs Smith isn't free now, who can I ask for help then? / Mr Miller. If you talk to him, I think he will be happy to help you. / If Mr Miller is busy too, what should I do? / If both teachers are busy, you can ask your classmates. If they know the answer, they'll help you.；③布置分层作业。 迁移创新 想象与创造 2e 对话中 if 句与求助表达的组织（表现性评价） 作业设计（分层） 【基础·必做】Review the knowledge of Pronunciation. Listen, read and role-play the conversation in 2a.（依据教材基础作业）；完成“巩固检测一”。 巩固检测一　选出各单词画线部分的读音所含的成对辅音并朗读（依据课堂 Pronunciation 1 例词） 1. apple　2. possible　3. seven　4. listen　5. middle　6. reason　7. Britain　8. eagle （示例：apple 含 /-pl/；middle 含 /-dl/） 【提升·选做】Choose a situation and make up a conversation in 2e.（依据教材提升作业）；完成“巩固检测二”。 巩固检测二　根据汉语提示完成句子，每空一词（依据 2a 对话原句） 1. 如果你想解决问题，面对面交谈通常最有效。If you want to solve the problem, __ ____________ ______ usually works the best. 2. 如果不能见面，就给你的朋友打电话。If you can't meet, ______ ______ your friend. 3. 如果你保持冷静并且说对不起，这会有帮助。If you ______ ______ and say sorry, it will help. 4. 如果谈话仍然很困难，先休息一下。If it is still hard to talk, ______ __ ______. 【拓展·挑战】以 How I Communicate with My Family/Friends 为题，依据 2c 图表写一段 60 词左右的短文（依据课堂任务延伸）。 巩固检测三　沟通方式小报告（依据课堂任务延伸） 写清对象、方式、频率与话题四要素，并说明你最喜欢的沟通方式及理由。 巩固检测参考答案（供教师批阅） 一：1. /-pl/　2. /-bl/　3. /-vn/　4. /-sn/　5. /-dl/　6. /-zn/　7. /-tn/　8. /-gl/ 二：1. a face-to-face talk　2. just call　3. stay calm　4. take a break 三：按四要素齐全度与理由表达评价，不设唯一答案。 板书设计 Unit 8 Let's Communicate! — Pronunciation & Making Up 成对辅音: -pl apple · -bl able · -kl uncle · -gl eagle -tl little · -dl noodle · -fn often · -vn seven -sn listen · -zn cousin · -tn Britain · -dn garden 连读: 辅音+元音（Give it a try.）· -r/-re+元音 重音: 名动形副数重读；冠介连不重读 对话: argue → make up（和好） 面对面最佳 → 不能见面就打电话 → 短信更糟 → stay calm & say sorry → take a break 表达: in person · be careful with · what if · prefer · worry about · try to do vs try doing 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 成对辅音听辨与 2a/2b 完成正确率；2c/2e 输出质量；巩固检测一、二完成质量 学习能力目标 发音要领归纳与预测策略的执行质量 思维品质目标 教授建议链条的逻辑梳理；try to do/try doing 辨析 文化意识目标 对“友谊需要经营”的认同；与朋友和好的沟通智慧 2. 预设反思点：①成对辅音是否先讲要领再大量听辨；②2a 是否让学生先预测再听、听完对比预测差距；③句子重音是否让学生先自标重音再对照；④2e 三情境是否分组抽签避免扎堆。 学科网（北京）股份有限公司 $