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Unit 8 Let's Communicate!-Section B-Project
【教学目标】
Language Ability: Integrate vocabulary (communication, strategy, barrier) and sentence patterns to design a communication guide.
Cultural Awareness: Compare communication customs in different cultures (e.g., eye contact in the US vs. Japan).
Thinking Quality: Propose creative solutions to communication problems through critical thinking.
Learning Ability: Collaboratively collect information, organize ideas, and present findings verbally/visually.
【教学重难点】
Key: Apply target language to plan a practical communication project (e.g., a poster or video).
Difficult: Synthesize multi-source information (texts, interviews) without logical flaws. Balance language accuracy and creativity in group presentations. Overcome stage fright when delivering project results.
【教学过程】
Step 1: Greetings and Lead - in (5 minutes)
Teacher: Good morning/afternoon, class! How are you today Before we start our new lesson, let's recall what we learned in the last class. In Section A, we talked about different ways of communication, right Can anyone name some of them (Pause for students to respond) Yes, we have face - to - face talk, making phone calls, sending text messages, and so on. Now, let's think a little deeper. Why is communication so important in our daily lives (Ask a few students)
Student 1: We need to communicate to tell others what we think.
Student 2: It helps us make friends.
Teacher: Very good! Communication is really the key to building relationships, sharing ideas, and solving problems. Today, in Section B, we are going to explore more about communication, especially how to communicate better. And we will finish a project together at the end of this class. Are you ready
Step 2: Pre - project Preparation (5 minutes)
Teacher: First, let's look at some communication skills that are really useful. (Show a PPT with different communication skills) Here are some tips for making better conversations.
Listening: Listen carefully and show interest in others. When someone is speaking, we should focus on their words, look at them in the eyes, and not interrupt. For example, if your friend is telling you about their new hobby, you can ask questions like “That sounds interesting! How did you get into it ” This shows you are listening and interested.
Choosing topics: Choose the right topic. Some good topics are the weather, sports, music, films, food, or travel. But remember, it's impolite to ask someone's age, weight, or other personal information. Also, if you don't agree with others, don't argue. Just move on to another topic. Suppose you are talking about a movie, and your friend has a different opinion. You can say “Well, everyone has different views. What about that new action movie that just came out ”
Honesty: Be honest and sincere. If you don't know much about a subject, just say “I don’t know much about it.” If you want to make the other person happy, mention their strong points, but don't pretend. For instance, if your classmate shows you their drawing, and you really like the colors, you can say “I really like the colors you used in this drawing. They make it look so vivid.”
Body language: Pay attention to your body language. Sometimes it's as important as your words. Stand up straight, smile, and be yourself. A friendly smile can make the conversation more pleasant, and good posture shows you are confident.
Teacher: Now, let's do a little practice. I will divide you into pairs. Each pair will have a short conversation. One person starts by talking about a topic, and the other should use these communication skills to respond. Then switch. (Walk around the classroom, monitor students' conversations, and offer help if needed)
Step 3: Reading and Analyzing an Invitation Letter (15 minutes)
Teacher: Next, we are going to read an invitation letter. Please open your textbooks to the relevant page. (Wait for students to open the books) Let's read it together first. (Read the invitation letter aloud, emphasizing important information)
Teacher: Now, let's analyze this letter. First, find out the date, time, place, and topic of the speech. Who can tell me (Call on students)
Student 3: The date is 10th January, the time is 9 a.m., the place is Minghua Middle School, and the topic is teenagers’ communication skills.
Teacher: Excellent! Now, let's look at the structure of the letter. We can divide it into the opening, the body, and the closing. In the opening, the writer usually states the purpose of writing the letter. For example, “I’m writing to invite you to …” or “We would like to invite you to …” In the closing, the writer usually expresses hope to see the recipient and signs the letter. Sentences like “Hoping to meet you there.” or “Looking forward to seeing you then.” are common. Let's find the opening and closing sentences in this letter. (Ask students to find and share)
Student 4: The opening sentence is “We would like to invite you to give a speech at our Education Talk event.” The closing sentences are “We are looking forward to your reply. If you have any special needs, please let us know. It would be a great honour to have you speak at our school. Yours sincerely,”
Teacher: Very good. Understanding the structure of an invitation letter is important, as we will write one later. Also, notice the polite language used in the letter. It makes the invitation more sincere and respectful.
Step 4: Writing an Invitation Letter - Group Work (20 minutes)
Teacher: Now, it's your turn to write an invitation letter. Here is the task. You are going to invite all students and their parents to attend a speech about improving communication skills. In your letter, you need to include the opening and closing sentences, the date, time, and topic of the speech, and also explain why they should attend the speech, using “if” clauses. For example, “If you attend the speech, you will learn some useful communication skills that can help you get along better with your friends and family.”
Teacher: I will divide you into groups of four. Each group works together to write the letter. First, discuss the details in your group, such as the exact date, time, and what specific benefits the attendees will get. Then start writing. You can refer to the letter we just read for the structure and language. (Divide students into groups, provide each group with a piece of paper and a pen)
Teacher: (Walk around the groups, listen to their discussions, and offer guidance) Remember to use polite and clear language. Think about what would make the students and parents interested in coming to the speech. If you are not sure about a word or a sentence structure, you can ask me or look it up in your dictionaries.
Step 5: Presenting and Sharing (5 minutes)
Teacher: Time's up! Now, each group will choose one person to come to the front and read your invitation letter to the class. While listening, the rest of the class should think about these questions: Is the information complete Is the language polite and easy to understand Are the “if” clauses used correctly (Groups take turns to present)
Group 1 representative: (Reads the letter) “Dear Students and Parents, We are writing to invite you to a wonderful speech about improving communication skills. The speech will be held at 2 p.m. on 15th November in our school auditorium. If you attend this speech, you will learn practical tips on how to communicate more effectively. You will be able to understand others better and express your own feelings clearly. Hoping to see you there. Sincerely, [Group 1]”
Teacher: Thank you, Group 1. Now, let's start the discussion. What do you think of their letter (Call on students from other groups to comment)
Student 5: I think the information is complete. They clearly stated the time, place, and topic. But maybe they could add more details about the practical tips, like what kind of tips exactly.
Student 6: The language is polite, and the “if” clause is used correctly.
Teacher: Good comments. Let's move on to the next group... (Continue this process for all groups)
Step 6: Project - Making a Communication Brochure (10 minutes)
Teacher: Well done on the invitation letters. Now, we are going to start our project. In this project, you will make a communication brochure. The brochure should include some important communication skills we learned today, examples of good and bad communication, and some advice on how to communicate better in different situations, like communicating with friends, family, or strangers.
Teacher: First, let's brainstorm in your groups. Write down all the ideas you have about what to put in the brochure. You can use pictures, simple drawings, or words to illustrate your points. (Students brainstorm in groups)
Teacher: After brainstorming, start designing your brochure. Decide on the layout, where to put each piece of information. You can use colored pens or markers to make it more attractive. (Students start making the brochures. Walk around to provide support, such as helping with drawing ideas or suggesting better ways to organize information)
Step 7: Presenting the Brochures and Conclusion (5 minutes)
Teacher: Time to show your brochures! Each group sends one representative to the front to present your work. Explain what you included in the brochure and why you think these are important for good communication. (Groups present their brochures)
Group 2 representative: (Shows the brochure) “In our brochure, on the first page, we have a picture of two people listening to each other attentively, which shows the importance of listening. Then, we list some good and bad communication examples. For example, asking open - ended questions is a good way, while interrupting others is bad. On the last page, we give advice on communicating with strangers, like starting with a friendly smile and a simple greeting.”
Teacher: Great job, Group 2. Now, class, let's summarize what we learned today. We learned different communication skills, how to write an invitation letter, and we also completed our communication munication is a life - long skill that we should keep improving. I hope you can use what you learned today in your daily lives. That's all for today's class. Thank you!

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