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Section A
导入一:问题导入
The teacher asks students some questions like “How do you talk to your friends after school ” “Do you call them, send text messages, or meet face to face ” and says some words like “Let’s share different ways we communicate and explore how we communicate.” These sentences are related to students’ daily life and initiate thinking.
导入二:图片导入
Show the pictures in 1a. Say: “Look at these pictures. What are people doing These are different ways of communication. Now, let’s learn more about how we communicate.” Visuals help students quickly understand the topic.
导入三:游戏导入
Play a “Guess the Communication Method” game. Describe a way of communication (e.g.“You use your hands and body to express in this way—use sign language”). Let students guess. After the game, say: “These are all ways we communicate. Now, let’s study how to communicate systematically.”
导入四:情境导入
Create situations: Your friend is in another city. How do you communicate Your classmate is next to you. How do you talk Let’s discuss these situations and find out how we communicate. Simulated scenarios make students actively participate.
导入五:实物导入
Show a mobile phone. The teacher asks some questions like “How can we use this to communicate ” “Can we make calls or send text messages ” “What other ways ” and says “Let’s explore how we communicate with this common object.” Real-world items make the topic more tangible.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:情景对话模拟
将学生分成两人一组,根据图片中的交流场景(如 make a phone call, send emails,…),模仿教材 1d 的对话模式,编写并表演对话。
A: Hi, Jim.There will be a concert in my city next Sunday.Can you come
B: I’m not sure.I will tell you tomorrow if I can go.
A: If you come to my city, I’ll show you around.
B: If I go there, I’ll also try all the delicious local food.
活动二:小组讨论分享
给出话题 “What’s your favourite form of communication ”,学生小组内用英语讨论,然后每组派代表发言。
Student 1: I like talking face to face.I think we’ll understand each other better…
Student 2: My favourite way to communicate is to send text messages…
Student 3: I enjoy sending emails…
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A 1b & 1c)
Conversation 1
(　　)1.When will Jim’s rehearsal end if it’s on time
A.At 7:00 p.m.　　　　　B.At 7:10 p.m.　　　　　　 C.At 7:15 p.m.
(　　)2.What will Jim have to do if the traffic is too bad
A.Go back to school. B.Wait for a few minutes. C.Take a bus home.
◎Key: 1.A　2.B
Conversation 2
(　　)1.What will Emma do if her grandpa visits China
A.She will take him to the cinema. 　　　　　
B.She will buy him a new camera.
C.She will show him around the city and let him taste local food.
(　　)2.What are people doing in People’s Park
A.They are singing and dancing. 　　　　　
B.They are running and jumping.
C.They are reading and writing.
◎Key: 1.C　2.A
听录音,选出正确选项。(听力原文: Section A 2a & 2d)
(　　)1.What’s the best way to communicate to solve the problem according to the professor
A.Texting. B.Calling. C.A face-to-face talk.
(　　)2.Why is texting not a good way according to the professor
A.It’s too expensive. 　　　　　
B.It takes longer and can make things worse.
C.It’s hard to type.
(　　)3.What should Jason do if they argue more over the phone
A.He should shout at his friend. 　　　　　
B.He should keep calm and say sorry.
C.He should hang up the phone at once.
(　　)4.What’s Jason’s attitude towards friendship
A.It’s important. B.It’s unimportant. C.It’s hard to say.
◎Key: 1.C　2.B　3.B　4.A
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　【观察】
　　If it doesn’t rain tomorrow, I’ll go fishing.
　　If you come to Beijing next weekend, I’ll go to meet you.
　　If you come here next week, please let me know.
　　You should be quiet if you are in the reading room.
【探究】
　　if作连词,引导条件状语从句,表示“假如,如果”。在复合句中,如果主句用　一般将来　时,或者主句是　祈使　句或含有　情态　动词,那么if引导的条件状语从句用　一般现在　时表示将来。
语法巧记口诀:
“主将从现”的时态规则
主将从现要牢记,首先区分两种句。
复合句和简单句,共有五种简单句。
复合句子不复杂,主句从句来相加。
有连词的是从句,无连词的是主句。
从句一般现在时,主句使用将来时。
这个规则能扩展,祈使句情态动词。
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Unit 8　Let’s Communicate!
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
21世纪教育网(www.21cnjy.com)
Theme:
Section A introduces different communication styles through
pictures,listening and dialogues to learn about communication
Human
Society
habits in different cultures,to explore communication styles
with family,friends,teachers and classmates,and to deepen the
This unit is
understanding of"communication strategies".In the grammar
centred on the
section,through observation,the match task and fill-in-the
topic of“Com-
blank task,the students will learn the structure and semantic
munication
logic of if-clauses.
Styles'”,which
belongs to the
“Social Services
Section B is centred on "communication strategies".Through a
Unit 8
and Interper-
variety of activities,students can master effective conversation
sonal Com-
Let's
strategies and improve their English communication skills in
Communicate!
munication”
interpersonal interactions.In the writing section,students learn
thematic cluster
how to judge if some sentences belong to the opening (O)or the
ofs“Human and
closing(C)for an invitation letter,and standardize the format of
Society".The
invitation letters.
sub-theme is
about“good
relationships and
interpersonal
Project is centred on a chain story.Through the use of
communication”
storytelling,it reinforces the use of ifclauses in storytelling,
and enhances the creative thinking and cooperation skills./ 让教学更有效 精品试卷 | 英语学科
Section B
导入一:情景导入
Describe a situation: “A student wants to borrow a book from his classmate. He says, ‘Hey, that book!’ But his classmate doesn’t know which one. What should this student do to communicate better ” Let students think and discuss.
导入二:角色扮演导入
Invite two students to act out a scene where communication fails. For instance, one wants to join a group activity but doesn’t express clearly. After the performance, ask, “How can they improve their communication in this situation ”
导入三:调查导入
Conduct a quick survey: “Raise your hand if you’ve had a communication problem with a friend. What happened ” Then lead to the topic of how to communicate better smoothly.
导入四:谚语导入
Write a proverb like “Communication is the key to the heart” on the board. Ask students, “What does this proverb mean How does it relate to our daily communication ” Encourage discussions.
导入五:谜题导入
Present a riddle: “It’s something we do every day. Without it, we can’t understand each other well. What is it ” After students guess(communication), introduce the topic deeply.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:对话技巧配对赛
将文章中的对话技巧(如“倾听并表现兴趣”“选择合适话题”“诚实真诚”“注意肢体语言”)和对应的例子/描述制作成卡片(共 6-8 组)。学生分组比赛,快速将技巧与例子配对。教师核对答案,讲解错误点。
案例1:
技巧卡:Choose good topics
正确例子卡:Talk about the weather or school events.
干扰项卡:Discuss someone’s weight or salary.
案例2:
技巧卡:Use body language
正确例子卡:Smile and nod when someone speaks.
干扰项卡:Cross your arms and look away.
案例3:
技巧卡:Be polite
正确例子卡:Say “Excuse me” before speaking.
干扰项卡:Interrupt to correct others’ mistakes.
活动二:角色扮演小剧场
学生两人一组,根据文章内容设计对话场景(如初次见面、讨论作业、邀请朋友)。
每组需包含至少 3 个文章中的技巧(如提问、微笑、点头)。
教师提供提示词(如天气、电影、爱好),鼓励学生使用目标语言。
A: Hi! Do you like playing basketball
B: Yes! I often play with my friends. What about you
A: (微笑并点头) I like swimming. There’s a new pool near our school!
目的:促进知识迁移,提升口语表达能力。
活动三:我的对话指南(思维导图)
学生独立绘制思维导图,总结文章中的对话技巧,并添加自己的示例或配图。
小组内分享作品,投票选出“最佳创意指南”。教师选取优秀作品展示并点评。
思维导图示例:
“Body language”分支下画一个微笑的人脸。
目的:培养归纳能力与创造性思维,巩固文章要点。
优化:提供思维导图模板(含空白分支和图标贴纸),降低绘制难度。允许学生用符号、表情或简笔画代替文字,增加趣味性。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,回答下列问题(教材原文: Section B 1b)
1.What if you are a good listener

2.What are some of the best topics

3.What should you do if you don’t agree with others

4.What should you do if you have no idea of a subject

5.Why should we pay attention to body language

6.What do you think is the most useful tip for making a better conversation Why

◎Key: 1.I will find some good points to ask questions about.
2.The weather, sports, music, films, food, or travel.
3.Don’t argue with them. Just move on to another topic.
4.Just say “I don’t know much about it.”
5.Because sometimes it is just as important as our words.
6.I think listening carefully is the most useful tip because it shows respect for others. (答案不唯一,合理即可)
突破二　语法填空(教材原文: Section B 1b)
How to Make a Better Conversation
Do you get nervous when you talk to someone Do you find it hard to have a conversation with a 1.　　　　(strange) If you have such worries, it is time for you 2.　　　　(learn) some more conversation skills.Here are some tips for making better conversations.
*Listen carefully 3.　　　　 show interest in others. One of the most important
4.　　　　(thing) is to listen to the person you speak to. If you are a good listener, you 5.　　　　(find) some good points to ask questions about. For example, if someone tells you their hobby and you can ask questions about it, they will 6.　　　　(sure) be happy to continue the conversation.
*Choose the right topic.Some of the best topics might be the weather, sports, music, films, food, or travel.However, it is impolite to ask someone’s age, weight, or other 7.　　　　(person) information. Also, if you don’t agree 8.　　　　 others, don’t argue with them.Just move on to another topic.
*Be honest and sincere. If you have no idea of a subject, just say “I don’t know much about it.” If you want to make the other person happy, mention his or her strong points. But don’t just pretend to be nice, because people can find out you are not telling 9.　　　　 truth.
*Pay attention to your body language. Sometimes it is just as important as your words. Don’t be nervous. Stand up straight, smile, and be 10.　　　　(you)—you have a lot to offer.
If you really work at it, you will find having conversations much easier.
◎Key: 1.stranger　2.to learn　3.and　4.things　5.will find　6.surely　7.personal
8.with　9.the　10.yourself
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Section A
第一课时 [(1a-1d) & Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It involves matching communication methods with the pictures, completing a table according to dialogues, and answering the questions. The phonetic portion focuses on practising consonant blends like /-pl/ and /-kl/ in sentences, emphasizing linking, stress, intonation, and pauses.
Why: To develop students’ listening and speaking skills, familiarize students with English expressions for different communication methods, enhance their ability to acquire and process information in communication contexts, and strengthen their language proficiency.
How: The lesson begins with matching communication terms with images, moves on to listening activities for information collection and question responses, and ends with dialogue creation, increasing in complexity.It uses everyday communication vocabulary, simple sentences, and tenses like the simple present tense and the simple future tense, emphasizing natural speaking fluency.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.recognize and use English expressions of different communication methods;
2.understand and use relevant sentence patterns for daily communication;
3.develop oral expression ability and communicate fluently and naturally in simulated international communication scenarios;
4.know how to pronounce some letters and notice the linking, stress, intonation, and pauses.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To recognize and use English expressions of different com-munication methods. Step 1　Lead-in 1.Greetings. 2.Look and say something like “Let’s know about more communication methods.” e.g. make a phone call; make a video call; send emails; send text messages; talk face to face; use sign language Step 2　Before listening Work on 1a. How do you communicate with others Match the phrases with the pictures. ◎Key: 　D　 talk face to face 　E　 send text messages 　B　 make a video call 　F　 send emails 　C　 use sign language 　A　 make a phone call By observing whether students can quickly and accurately match the phrases with the pictures, we can determine their understanding of vocabu-lary and scenarios.
PurposeTo help students recognize and master the English expressions for different communication methods, establish the connection between vocabulary and real-life scenarios, and enhance their visual-language association skills and vocabulary recognition level.
2.To understand and use relevant sentence patterns for daily communication. Step 3　While listening 1.Work on 1b. Listen to the conversations and complete the table. ◎Key: ConversationHow the speakers communicateTheir relationship1By phoneFather and son2Through a video callGranddaughter and grandpa
2.Work on 1c. Listen again and answer the questions. ◎Key: 1.If it’s on time, the rehearsal will end at 7:00 p.m. 2.The man will pick Jim up at 7:15. 3.The girl is at People’s Park. 4.If he visits China this year, the man will go to the park with the girl, and the girl will show him around the city and let him taste all the yummy local food. Check the accuracy rate of students’ table completion. Additionally, ask students to share their methods for capturing information during listening to understand their mastery of listening strategies. Count the accuracy rate of students’ answers to assess their ability to capture key information and identify areas of difficulty.
PurposeTo enhance students’ listening skills to grasp essential details about communication and relationships, and to summarize information, while reinforcing vocabulary use.
3.To develop oral expression ability and communicate fluently and naturally in simulated inter-national commu-nication scenarios. Step 4　Post-listening Work on 1d. Imagine you are phoning a friend from the UK and you want to invite the friend to visit China. Make up a conversation about what you both will do. A: If you come to my city, I’ll show you around. B: If I go there, I’ll try all the delicious local food. A: You must come and visit China. There are so many amazing things waiting for you here. B: I can’t wait to go to China and have a great time together. Evaluate the dialogues written by students from three aspects: content richness (whether it covers invitations, activity arrangements, etc.), linguistic accuracy (grammar, vocabulary usage), and logical rationality.
PurposeTo cultivate students’ comprehensive language application ability, enabling them to use the learned communication methods and related expressions for creative output in real-life contexts, enhance the logic and coherence of their oral expression, and raise their awareness of cross-cultural communication.
4.To know how to pronounce some letters and notice the linking,stress,intonation, and pauses. Step 5　Summary Communication is not only the delivery of information, but also a powerful bridge to cross distances and cultures and deepen emotional connections. Step 6　Pronunciation 1.Listen and repeat. 2.Listen and read. Notice the linking, stress, intonation, and pauses. In the classroom, the teacher assesses students’ mastery of pronunciation rules by listening to their pronunciation. Organize a reading demonstration, or compare recordings before and after learning to assess the effectiveness of the teaching.
PurposeTo cultivate proper phonetic awareness, improving the accuracy and fluency of word pronunciation.To guide students to pay attention to the linking, stress, intonation, and pauses in sentences, enabling them to apply phonetic skills correctly in speech flow, enhance their language sense, and improve the naturalness, rhythm, and speed of their oral expression.
Homework 1.Basic homework: Listen again and answer specific questions about the conversations. Create a phone-call conversation to invite a friend from the UK to China. 2.Extended homework: Think about different communication methods’ advantages and disadvantages, and then write a short summary in English.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　
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第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: It focuses on the theme of “Communication”, and builds up a complete learning chain through multi-dimensional activities. 2a takes the form of filling in the blanks to train students’ listening skills. In 2b, detailed comprehension questions are set to cultivate students’ reading skills and deepen their understanding of communication strategies. 2c is to ask students to explore the ways of communicating with their family members, friends, teachers, and classmates in relation to their daily lives, and transform the input knowledge into personalized language output. In 2d and 2e, students can create authentic communicative situations through listening repetition, role-playing and making up dialogues.
Why: Through listening and reading activities, students can enhance their ability to capture information and analyze texts. With the help of discussion and making up dialogues, students can improve oral expression and language application skills, and realize the skill development from input to output. Students are guided to the importance of communication in maintaining friendship and resolving conflicts, and the emotional awareness of “effective communication promotes interpersonal relationships”. Following the learning logic of “Input-Comprehension-Application”, from the language input of listening and reading to the practical application of discussion and creation, the course fits the process of students’ language learning and internalization.
How: Standardized language input is provided through listening dialogues(2a) and reading texts(2b) to help students become familiar with the vocabulary and expressions of communication topics. 2c asks students to connect knowledge with real life, combining knowledge with life experience. 2d-2e create communicative situations through role-playing and creating dialogues so that students can realize the “combination of learning and using”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about what to do when arguing with others;
2.get to know how to solve communicative problems;
3.learn about how to communicate with different people politely.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To talk about what to do when arguing with others. Step 1　Lead-in 1.Let’s sing a song—If you are happy. 2.Just now we heard a joyful song, but if you argue with your friends, you won’t be happy. Then what will you do Student A: If I argue with my friends, I will… Student B: … Observe students’ en-gagement and motiva-tion and their ability to accurately use the target language to describe what they would do if they had an argument with a friend.
PurposeTo relate to the topic by listening to a song. To stimulate students’ interest and desire to share.
2.To get to know how to solve communicative problems. Step 2　Listening Work on 2a. Listen to the conversation and fill in the blanks. ◎Key: C; B; D; A Step 3　Reading Work on 2b. Read the conversation and answer the questions. ◎Key: 1.Maybe it happened when Jason and his friends argued but didn’t know how to make up. 2.A face-to-face talk. 3.It takes longer and can make things worse if you’re not careful with your words. 4.Because he worries about arguing more over the phone. Observe students’ completion of the matching activities and provide guidance and feedback based on their performance. Guide discussions and make correct evaluations based on students’ responses to questions.
PurposeTo enhance students’ listening skills and reading skills to organize information, and further understand the usage context of target sentences.
3.To learn about how to commu-nicate with different people politely. Step 4　Discussion(详见课件资源) Work on 2c.Talk about how you communicate with different people in your life and then complete the chart. Step 5　Role-play Work on 2d. Role-play the conversation. Level A: Role-play the conversation between Jason and the professor. Level B: Take 2a as a model, make up a conversation between Jason and one of his families, classmates or friends. Step 6　Work on 2e Choose a situation and make up a conversation. Expressions: If you can come, I’ll be very happy. If you want to make some new friends, this is a good chance. If you need help, I think you should tell… If you talk to…, I think he/she will be happy to help you. If you go there, you’ll… If you join me, we can… Observe whether students are able to construct a coherent and meaningful discourse about communicating with different people. Observe students’ ability to use suitable and appropriate dialogue in the face of hypothetical scenarios, and to be able to accurately use the target sentences.
PurposeTo help students internalize what they have learned, integrate and use relevant language to share their life experiences.
Homework 1.Basic homework: Listen, repeat and recite the dialogue in 2a. 2.Practical homework: Try to write a passage about your communicative advice according to one of the situations in 2e. Pay attention to using if-clauses. 3.Extended homework: Search for information about communicative skills, and cooperate with group members to design a mind map about the topic.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In 3a, students will learn the structure of if-clauses by reading sentences containing if-clauses. In 3b, students need to match the two parts of the sentences to make complete sentences. In 3c, students will fill in the blanks with the correct forms of the verbs in brackets and use if-clauses in specific situations.
Why: Through observation, the match task and the fill-in-the-blank task, the part helps students master the structure and semantic logic of if-clauses, improves their ability to express conditional relationships in real-life situations, cultivates their logical thinking in describing the cause and effect of events and planning arrangements in English in an organized way, and reflects the usefulness of grammatical knowledge in communicative contexts.
How: 3a inputs perception of if-clauses, 3b consolidates sentence constructions, and 3c combines application in specific situations, forming the learning path of “perception-consolidation-practice”.The if-clauses are practised in specific life situations(e.g. problem-solving), which enhances the practicality of the learning content.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.perceive the structure of if-clauses and understand the meaning of if-clauses;
2.summarize the rules of if-clauses;
3.use if-clauses to give a speech.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To perceive the structure of if-clauses and understand the meaning of if-clauses. Step 1　Lead-in 1.Greetings. 2.Ask and answer: T: If you want to be a/an…, what will you do S: If I want to be a/an…, I will… Step 2　Work on 3a Read the sentences.Find more sentences with if-clauses in Section A. ◎Possible key: If everything goes well, I’ll see you at 7:15. If the traffic is too bad, you’ll have to wait for a few minutes. Step 3　Let’s observe 1.What is the function of if-clauses if意为“如果,假如”,它引导的句子表示某事发生所需的条件,即“在……条件下,某事才能发生”,在句子中充当状语,因此称之为if引导的条件状语从句。 2.Find out the if-clause and the main clause in a sentence. Judge whether students have grasped the target language according to their performance and help them enhance what they have learned.
PurposeTo help students perceive and generalize the structure and semantic logic of if-clauses.
2.To summarize the rules of if-clauses. Step 4　Let’s practise Work on 3b. Match the two parts to make sentences. ◎Key: 1.B　2.D　3.E　4.F　5.C　6.A Step 5　Let’s learn more Find out more rules.(详见课件资源) Rule 1:主将从现 Rule 2:主情从现 Rule 3:主祈从现 Observe whether students can correctly match the two parts of a sentence to construct a complete sentence, reinforcing their understanding of the logical relationship of if-clauses.
PurposeTo enhance students’ understanding of the structure of if-clauses(tense collocation of main and subordinate clauses), and develop students’ logical thinking in describing the cause and effect of events and planning arrangements in an organized way in English.
3.To use if-clauses to give a speech. Step 6　Practise more 1.Work on 3c Fill in the blanks with the correct forms of the verbs in brackets. ◎Key(left): go; will see; drop; will give ◎Key(right): start; will perform; Give; let; think Think: What are the situations and whom is the information for Compare and think: How can we have a better communication 2.Group work Work in groups of 4 to choose a situation and write down your speech. No.1 Campaign for the monitor in your class. No.2 Invite your friends to join in your birthday party. No.3 Encourage your friend to take part in the English Speech Contest. 3.Summary Let’s plan our actions better and face the future with reason and wisdom. 4.Extra exercises Observe whether students can fill in the blanks with the correct forms of the verbs in the brackets, and use if-clauses well in relation to a specific situation.
PurposeIn practical application, students can internalize what they have learned, improve their ability to express conditional relationships in real situations, and the part reflects the practicality of grammatical knowledge serving communication.
Homework 1.Basic homework: Finish the exercise book. 2.Practical homework: Improve your speech according to others’ suggestions. 3.Extended homework: Try to search for more ways for better communication.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　


1.Time flies. 光阴似箭。
2.Love me, love my dog. 爱屋及乌。
3.He who knows most speaks least. 大智若愚,大巧若拙。
4.Every coin has two sides. 事物都有两面性。
5.Every man has his faults. 人孰无过。
6.Nothing is impossible to a willing heart. 心之所愿,无所不成。
7.No pain, no gain. 一分耕耘,一分收获。
8.Constant dropping wears away a stone. 水滴石穿。
9.Well begun is half done. 好的开始是成功的一半。
10.Books and friends should be few but good. 读书如交友,应求少而精。
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Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: Part 1a guides students to think about “communication topics for first meeting” and activates the language reserve of communication scenes. In 1b, students need to read the text and know the object of the author’s writing. In 1c, students complete the table according to the content of the text. 1d lets students analyze the referents of the bolded pronouns in the text. 1e starts a discussion around the text to deepen the understanding and critical thinking about the conversation skills.
Why: Through diversified activities, students can master effective conversation strategies and improve their English communication skills in interpersonal interactions. With the help of text reading, information sorting, grammatical analysis and discussion, cultivate reading comprehension, information extraction, linguistic analysis, so as to let the language learning serve the real social scenarios, reflecting the instrumental and practical nature of English.
How: The activities are designed to be interlocked. 1a activates background knowledge. 1b inputs the text. 1c combines the core content. 1d focuses on language details. 1e promotes in-depth thinking, forming a complete learning chain of “introduction-reading-combining-analysis and expansion”.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.sort out four tips for making better conversations;
2.learn communication skills based on structured knowledge;
3.observe and feel the positive impact of good communication.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To sort out four tips for making better conversations. Step 1　Lead-in 1. Greetings. 2.Discuss: What do you talk about when you meet someone for the first time Step 2　Fast reading 1.Read the text quickly and guess. Who did the author write this text for Tip:The title, picture and first paragraph usually points to the target readers. ◎Key: People who have communi-cation difficulties, especially teenagers. 2.Read Paragraph 1 and answer the questions. (1)What does the word “worries” refer to (2)What will the following part of the text probably talk about ◎Key: (1)Getting nervous when talking to someone or having trouble talking to a stranger. (2)Some tips for making better conversations: Listen carefully and show interest in others; Choose the right topic; Be honest and sincere; Pay attention to your body language. Observe students’ performance and know about whether they preview the lesson well. Observe whether students can find the main idea and details quickly to know their skimming and scanning skills.
PurposeTo help students briefly understand the content of the text.
2.To learn communication skills based on structured knowledge. Step 3　Work on 1c Complete the table with the information from the text. ◎Key: 1.Listen carefully and show interest in others; some good points; hobby 2.Choose the right topic; the weather, sports, music, films, food, or travel; someone’s age, weight, or other personal information 3.Be honest and sincere; “I don’t know much about it.”; strong points 4.Pay attention to your body language; straight; smile　 Step 4　Work on 1d Find out what the pronouns in bold refer to. ◎Key: 1.“It” refers to “their hobby”. 2.“Them” refers to “others”. 3.“It” refers to “a subject”. 4.“His/her” refers to “the other person’s”. 5.“It” refers to “body language”. 6.“It” refers to “learning these conversation tips” Observe how accurately and efficiently students complete the exercises, and understand their comprehension of the reading material and their mastery of the target language.
PurposeTo let students read the text carefully and understand the content, find detailed information, sort out the structure and master the target language.
3.To observe and feel the positive impact of good communication. Step 5　Post-reading 1.Discuss the questions: (1)What do you think makes a good listener (2)Do you think the tips are reasonable Why or why not (3)What other tips can you add to the text 2.Group work—Making a conversation. Work in group of 4. Student A(designer): set the scene and content of the conversation. Student B(actor): role-play the conversation. Student C(actor): role-play the conversation. Student D(supervisor): check if the conversation includes some skills(topic, body language…). Step 6　Summary Words are seeds. Choose them carefully, and they will grow into bridges. Evaluate the rationality of students’ viewpoints and the depth of their thinking to help them develop critical thinking skills.
PurposeTo let students apply what they have learned in real life, help students master effective conversation strategies, improve English communication skills in interpersonal communication, and enhance self-confidence.
Homework 1.Basic homework: Write down the words of this part. Read the text loudly and correctly. 2.Practical homework: Record an English conversation using the four conversation skills learned. 3.Extended homework: Search for information on the differences in dialogue styles and skills among different cultures.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　




第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 2a guides students to word formation and vocabulary derivation by adding suffixes such as -er, -or to form new words and completing sentences. 2b reinforces the practical use of phrases in the context. 2c practises vocabulary logical associations and expressions in discourse, centred on the theme of “Communication styles”.
Why: Through word formation exercises, phrase application and discourse integration, students master the rules of vocabulary derivation, phrase matching and contextualization, improve language accuracy and coherence, and develop the ability to express themselves in different situations.
How: The activities are designed from words to sentences to parts of speech, with the gradient of “word formation-phrases-parts of speech”. 2a focuses on vocabulary deformation, 2b expands the application of phrases, and 2c applies them comprehensively in the context of short essays.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master suffix rules and phrase collocations, improve vocabulary transformation and text organization skills;
2.develop analytical abilities through contextual practice and logical sequencing tasks.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master suffix rules and phrase collocations, improve vocabulary transformation and text organization skills. Step 1　Lead-in 1.Greetings. 2.Review—Find the rule v./n. + er　n. 表人/执行人 Can you say more words like these v./n. + or　n. 表人/执行人 adj. + th　n. 表状态/性质 v. + ment　n. 表行为结果 n. + ship　n. 表关系/身份 Step 2　Work on 2a Add the proper suffix to each word in brackets to make a new word. Then complete the sentences with the new words. ◎Key: 1.friendship　2.argument 3.truth　4.visitors　5.listeners Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned. Judge whether students have grasped the rule according to their performance and give necessary guidance if necessary.
PurposeTo help students expand their vocabulary.
2.To develop analytical abilities through contextual practice and logical sequencing tasks. Step 3　Practice Work on plete the sentences with the phrases in the box. ◎Key: 1.show; around　2.make up 3.right away　4.showed; interest 5.worry about Step 4　Practise more Work on 2c. Complete the sentences with the correct forms of the words in the box. Then put them in the correct order to make a short passage. ◎Key: text; face to face; relationship; arguments; communication 1—3—5—4—2 Observe whether stu-dents can use key phrases to complete the sentences and reinforce the practical use of phrases in the context.
PurposeThrough phrase application and discourse integration, to help students master phrase collocations and contextualization, and develop the ability to use English expressions in different scenarios.
Homework 1.Basic homework: Read and remember the new words and sentences in this part. 2.Practical homework: Write a short essay of no less than 100 words titled “Online Communication and Face-to-Face Communication”. Analyze the advantages and disadvantages. 3.Extended homework: Prepare a mini English speech on “Importance of Communication Skills”. List the importance of communication skills in life.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: In 3a, students need to read the invitation letter and underline the date, time, place and topic of the speech, focusing on the extraction of key information of the invitation letter. 3b asks students to determine whether the invitation letter sentence belongs to the opening (O) or the closing (C), and learn about the format of an invitation letter. 3c asks students to write a letter to invite people to attend the speech. The theme of the project-based activity is “Tell a chain story”. 4a works in small groups.Each person writes a sentence beginning with “If…”. 4b-4c use the sentences and continue the story with an if-clause, taking turns to add sentences until it becomes a natural story.
Why: Through information extraction, format judgment and writing practice, systematically learn the structure and language specification of invitation letters, and cultivate the ability to write in formal styles. In the Project, through chain story writing, reinforce the use of if-clauses in story creation, and enhance creative thinking and cooperation skills.
How: In the invitation letter section: Follow the logic of “input(analyzing text)-understanding(format judgment)-output(writing practice)” to gradually implement the teaching of invitation letter writing.In the Project: Through the process of “writing the initial sentence-extracting the continuation-taking turns to create”, construct the practice chain of “individual creation-group collaboration-story generation”, and combine it with reflection. That is practice chain, combined with reflection to sublimate the learning effect.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.extract key information, understand the formats of invitation letter and practise writing invitation letters;
2.work in small groups to tell a chain story;
3.evaluate and revise a solitaire story and act it out.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To extract key information, understand the formats of invitation letter and practise writing invitation letters. Step 1　Lead-in 1.Greetings. 2.Look at this letter. Have you ever received or written such a letter (An invitation letter) What key information does an invitation letter usually include (date, time, place…) Assess students’ existing experience and their preparation for this lesson based on their answers. Observe students’ writing structure and sentence usage, add more example sentences for comparative learning, and help students correct mistakes.
Step 2　Work on 3a Read an invitation letter for an event. Underline the date, time, place, and topic of the speech. Step 3　Work on 3b 1.Read the material and think. (1)What is the opening of this invitation letter (2)What is the closing of this invitation letter ◎Key: (1)We would like to invite you to give a speech at our Education Talk event. (2)We are looking forward to your reply. 2.Decide whether each sentence is the opening (O) or the closing (C) for an invitation letter. ◎Key: C; O; C; O; C Step 4　Work on 3c Write a letter to invite all students and their parents to attend the speech. Make sure you include these points: ·the opening and the closing sentences ·the date, time, and topic of the speech ·why they should attend the speech(with if-clauses)
PurposeThrough information extraction to writing practice, students can systematically learn the structure and language norms of invitation letters, cultivate formal writing skills, and improve language using skills.
2.To work in small groups to tell a chain story. Step 5　Tell a chain story 1.Let’s enjoy a chain story. Today we are going to make chain stories by ourselves. Before we make our stories, let’s read a chain story together. There is a little boy named Tom.One day, he sees a forest. If he goes into the forest, he will find a strange house.If he enters the strange house, he will see a big table with lots of food.If he eats the food on the table, he will get magic. 2.Let’s think. If he gets magic, what will he do If he gets magic, he will change stone to gold. If he gets magic, he will use it to help people. Use the following sentence pattern to write your thoughts. If he gets magic, he will… 3.Let’s make our chain story! (1)Write the beginning: “If…, …will do…”. e.g.If it doesn’t rain tomorrow, we’ll go for a picnic. (2)Prepare the tool: You can draw a small picture about the sentence you write with paper or marker. (3)Choose and continue: Put all the pieces of paper into a box or jar. Make groups on your own. Five people as a group, the first person picks one and reads it aloud. Others then add “if” sentences to continue the story. e.g.If we go for a picnic, everyone will be excited. If everyone is excited, we will play some fun games. Know about students’ understanding of the task based on their discussion. Observe the students’ group performance and judge their mastery of conditional sentences based on the sentences they say. Help more students participate in the activities. Students are encouraged to think creatively and develop critical thinking.
PurposeTo strengthen the use of “if” conditional sentences in story creation, and improve creative thinking and group work skills.
3.To evaluate and revise a solitaire story and act it out. Step 6　Performance 1.Choose groups: Which group starts this turn 2.Make your chain stories on stage. Take turns to add sentences until the story ends naturally. Each story should include at least five sentences. 3.Evaluate the story from fluent expression, natural content and great meaning. 4.Decide which group has the best chain story or performance. Vote for the best ones. 5.Summary:Let language be the bridge that connects each other and creates chances. 6.Language points. 7.Exercises. Observe the participation of group members, the grammatical correctness and fluency of their sentences, and objectively comment on their performance.
PurposeTo let students apply the knowledge they have learned to do real things, consolidate the key expressions in this unit, exercise their oral expression skills, and enhance their self-confidence.
Homework 1.Basic homework: Finish the exercises and check the answers. 2.Practical homework: Present the chain story your group makes to your family members. 3.Extended homework: Use if-clauses to write another story. Your story should have at least 80 words.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

1.More haste, less speed. 欲速则不达。
2.A friend in need is a friend indeed. 患难见真情。
3.You can’t judge a book by its cover. 不能以貌取人。
4.Kill two birds with one stone. 一箭双雕。
5.Look before you leap. 三思而后行。
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