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Unit 8 Let’s Communciate!
SectionA (Pronunciation -2e）
人教版 八年级上册
04
03
01
02
与同伴围绕 “生日邀约、作业求助、邀约慢跑” 等日常场景创编沟通对话，提升用英语提出邀约、寻求帮助、给出建议的意识和能力。

学习能力
能够听懂关于交流方式选择的简短对话，准确提取关键信息，如交流场景、所采用的交流方式及背后的原因。
思维品质
能够灵活运用本单元所学的与交流方式、日常活动等相关词汇融入到故事创作中，丰富故事内容
。
文化意识
能正确听辨并准确认读含有辅音连缀 /-pl/、/-kl/、/-tl/ 及鼻辅音与清 / 浊辅音组合 /-fn/、/-sn/、/-dn/ 及其对应字母组合的音标及词汇，为每组发音补充一个同类单词；掌握含目标发音的语句中连读、重读、停顿等语音现象，能正确朗读语音部分的单词与句子。
语言能力
Learning Objectives
Listen and repeat.
Pronunciation
/-pl/ apple people /-kl/ uncle article /-tl/ little hospital
/-bl/ able possible /-ɡl/ eagle single /-dl/ middle noodle
/-fn/ often soften /-sn/ listen person /-tn/ certain Britain
/-vn/ even seven /-zn/ cousin reason /-dn/ garden pardon
1
Listen and read. Notice the linking, stress, intonation, and pauses.
2
Lead-in
Free Talk
1. Do you always get along well with your friends
2. Do you argue with your friends
3. How do you make up with your friends after argument
4. What form of communciation do you usually use Do you often make a phone call Or do you prefer to talk face to face Why
Lead-in
How do you communicate with your friends
On weekends, we chat online and play games together in the park.
We often talk on the phone after school.
We often chat face to face in the coffee shop after work.
I usually chat with my friends by sending messages on WeChat.
Pre-listening
Do you think it is necessary for you to learn more about communciation skills
Where can we get this kind of knowedge
1. Where did the conversation happen
A. In a shopping mall. B. In a lecture hall. C. In a lab.
2. When did this conversation probably happen
A. After speech. B. Before the speech. C. After class.
3. What’s the relationship between the two people
A. Researcher and helper. B. Teacher and student C. Speaker and listener
4. What are they talking about
A. How to have a face -to- face conversation.
B. How to solve a proplem through communciation.
C. How to build friendships.
2a. Listen to the conversation and answer questions.
While-reading
A.take a break 休息
B. just call your friend
C. a face-to-face talk usually works the best
D. it takes longer and can make things worse
2a. Listen to the conversation and fill in the blanks.
While-reading
Jason：Professor，thanks for the helpful speech on communication. I have a question. Sometimes
my friends and I argue but don′t know how to make up. What′s the best way to communicate in this
situation
Professor：If you want to solve the problem，_________.
Jason：I understand, but meeting in person is not always easy.
Professor：If you can′t meet，_________. Some of you may prefer texting, but _______ if you′re
not careful with your words.
Jason：But what if we argue more over the phone
Professor：If you stay calm and say sorry，it will help. If it is still hard to talk，________. If it is still hard to talk，ready.
Jason：I′ll call and try to meet. Because friendship is important. Thanks for the advice!
Professor：You′re welcome.
Listen to the conversation and fill in the blanks.
2a
C
B
D
A
While-reading
A.take a break 休息
B. just call your friend
C. a face-to-face talk usually works the best
D. it takes longer and can make things worse
Jason: Professor, thanks for the helpful speech on communication. I have a question. Sometimes my friends and I argue but don't know how to make up. What's the best way to communicate in this situation
Professor: If you want to solve the problem, a face-to-face talk usually works the best.
Jason: I understand, but meeting in person is not always easy.
Professor: If you can't meet, just call your friend. Some of you may prefer texting, but it takes longer and can make things worse if you're not careful with your words.
Jason: But what if we argue more over the phone
Professor: If you stay calm and say sorry, it will help. If it is still hard to talk, take a break. Meet when you're both ready.
Jason: I'll call and try to meet. Because friendship is important. Thanks for the advice!
Professor: You're welcome.
How many pieces of advice does the Professor give to Jason
Listen to the conversation and circle.
While-reading
Read the conversation and answer the questions.
2b
1. When did this conversation probably happen
After Jason listened to the professor's speech on communication.
2. What does the professor think is the best way to solve the problem
A face-to-face talk.
3. What are the problems with texting
If you are not careful with your words , it takes longer and can make things worse.
4. Why does Jason worry about talking on the phone
He worries about arguing more over the phone.
While-reading
●talk face to face, on weekends, chat about hobbies and funny things
●also text messages, share daily stories quickly
Talk about how you communicate with different people in your life and then complete the chart.
2c
How I
communicate
with …
●talk face to face, after class, ask about study problems
●sometimes send emails, discuss study plans
●talk face to face, in class break, discuss homework and group projects
●often use QQ or WeChat, share study materials
Post-reading
Listen to the conversation again. Then role-play it.
Jason: Professor, thanks for the helpful speech on communication. I have a question. ...
Professor: If you want to solve the problem, a face-to-face talk usually works the best.
Jason: I understand, but meeting in person is not always easy.
Professor: If you can’t meet, just call your friend....
2d
Post-reading
Jason: Professor, thanks for the helpful speech on communication. I have a question.
Sometimes my friends and I argue but don’t know how to make up. What’s the
best way to communicate in this situation
Professor: If you want to solve the problem, a face-to-face talk usually works the best.
Jason: I understand, but meeting in person is not always easy.
Professor: If you can’t meet, just call your friend. Some of you may prefer texting, but it
face-to-face adj. 面对面的
/pr fes (r)/ n. 教授
/spi t / n. 演说；发言
/ ɑ ɡju / v. 争论；争吵
/pr f (r)/ v. 较喜欢
Post-reading
make up (with sb) 与……言归于好
亲自；亲身
New words and phrases
takes longer and can make things worse if you’re not careful with your words.
Jason: But what if we argue more over the phone
Professor: If you stay calm and say sorry, it will help. If it is still hard to talk, take a break. Meet when you’re both ready.
Jason: I’ll call and try to meet. Because friendship is important. Thanks for the advice!
Professor: You’re welcome.
/kɑ m/
adj. 镇静的；沉着的
v. 使平静；使镇静
通过电话；在电话里
休息一下
Choose a situation from below and make up a conversation. The expressions in the box may help you.
2e
Situations Expressions
1. Susan, one of your classmates, invites you to her birthday party this weekend. If you can come, I’ll be very happy.
If you want to make some new friends,
this is a good chance.
2. You have some problems with your homework, and you really need help. If you need help, I think you should tell …
If you talk to …, I think he / she will be
happy to help you.
3. You found a good place to go jogging, and you want to ask someone to go with you. If you go there, you’ll …
If you join me, we can …
/ k spre n/ n. 表达方式；表达
/t ɑ ns/ n. 机会；可能性
adj. 意外的；偶然的
Post-reading
Summary
key words:
professor; speech; argue; prefer; calm; expression; chance
key sentences:
Sometimes my friends and I argue but don’t know how to make up.
I understand, but meeting in person is not always easy.
Some of you may prefer texting, ...
But what if we argue more over the phone
If I go there, I’ll try all the delicious local food.
如果我去那里,我会尝试当地所有美味的食物。
(1)此句为if引导的条件状语从句,主句是一般将来时,从句用一般现在时。(主将从现)
Summary
1. The ____________ (professor) speech made us think deeply.
2. My friends and I sometimes argue but always ____________(和好).
3. I prefer _______________(面对面的) talks because they’re clearer.
4. Stay __________(镇静) when others can’t understand your expression.
5. Don’t worry about missing the ________(机会)—try again!
根据句意和提示完成句子
professor’s
make up
face-to-face
calm
chance
Exercise
Homework
一、必做
完成课本上与本节课内容相关的练习题，如语法填空、句型转换等，巩固 if 引导的条件状语从句的用法。
二、选做
用所学的交流方式词汇和 if 引导的条件状语从句，写一篇短文，描述自己在一次交流经历中遇到的问题及解决方法，不少于 80 词。
Good communication skills
are key to success in life.
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一、根据汉语提示完成句子。
1. We should thank the people who help us .（亲自）
2. After the misunderstanding, I with him yesterday.(和好)
3. You should always when you face difficult problems.(保持冷静)
4.We should have a with our friends.(面对面的交谈)
5. Don’t making mistakes when you talk to foreigners in English.（担心）
二、单项选择
1．Lily likes staying with her grandpa, He can always ________ new stories for her.
A. make up B. feel like C. care about D. help out
2．He can communicate very well with ________ others.
A．of B．from C．with
3．Technology can be of great help ________ we make an effort to control it and use it right.
A．if B．before C．though D．until
4．______ you go camping with us, you will have a good time.
A．If B．Because C．So D．Before
5．—Do you know how I can get any information about the city
— Sure. You can ask the ________ people. They will help you.
A．local B．busy C．weak D．thirsty
三、句子翻译
1. 教授的演讲充满了有趣的观点。
______________________________
我们争论后，花了一周才和好。
________________________________
她更喜欢亲自去图书馆查资料。
________________________________
保持冷静，别让表情泄露情绪。
__________________________________
参考答案：
一、根据汉语提示完成句子。
1．In person 2．make up 3. stay/keep calm 4．face-to-face talk/conversation 5．worry about
二、单项选择题。
1-5 ACAAA
三、词组翻译
1. The professor’s speech was full of interesting ideas.
2. It took a week to make up after our argument.
3. She prefers going to the library in person.
4. Stay calm—don’t let your expression show feelings.
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一、教学目标
依据 “语言能力、文化意识、思维品质、学习能力” 四维目标，结合课件内容设定如下：
语言能力：能听辨并认读 /-pl/、/-kl/、/-tl/ 等辅音连缀及 /-fn/、/-sn/、/-dn/ 等鼻辅音组合，补充同类单词；掌握含目标发音的语句连读、重读、停顿，正确朗读单词与句子；熟练运用 “professor、speech、argue、make up” 等词汇及 “if 引导的条件状语从句（主将从现）”，描述交流方式与解决沟通问题。
文化意识：感知不同日常交流方式（如 face-to-face talk、text messages）的适用场景，理解 “有效沟通” 在人际关系中的重要性。
思维品质：通过分析 Jason 与教授的对话，提炼解决沟通矛盾的逻辑（先面对面，再电话，最后暂停）；能结合 “生日邀约、作业求助” 等场景，灵活运用所学创编对话，培养逻辑思维与创新思维。
学习能力：能听懂关于 “交流方式选择” 的简短对话，提取 “交流场景、方式及原因” 等关键信息；通过小组合作创编对话，提升自主学习与合作探究能力。
二、教学重难点
教学重点：① 掌握目标音标（辅音连缀、鼻辅音组合）的发音及对应词汇；② 理解并运用 if 引导的条件状语从句（主将从现）；③ 掌握 “交流方式” 相关词汇（如 send text messages、face-to-face talk）。
教学难点：① 在完整语句中准确运用目标音标的连读、重读与停顿；② 结合具体场景，用 if 从句及交流词汇创编逻辑连贯的对话。
三、教学准备
多媒体设备（播放课件、听力音频）；
目标音标卡片（如 /-pl/、/-kl/）、核心词汇卡片（如 speech、calm）；
对话情境任务单（含 “生日邀约、作业求助、邀约慢跑”3 个场景及参考句型）；
听力材料（Jason 与教授的对话音频）。
四、教学过程
（一）导入环节（Lead-in）：激活旧知，引入主题（5 分钟）
活动设计：
教师展示课件中 “send text messages、make a phone call、talk face to face” 等交流方式图片，提问：“How do you chat with your family or friends （你和家人、朋友如何沟通？）”
学生以 “同桌互答” 形式分享，如：“I chat with my parents face to face every day.”，教师随机邀请 3-4 名学生展示。
设计意图：通过贴近学生生活的话题，激活已有知识，自然引入 “交流方式” 主题，为后续学习铺垫。
（二）语音学习（Pronunciation）：突破音标，夯实基础（8 分钟）
活动 1：听读音标与词汇（5 分钟）
教师播放课件中 “Listen and repeat” 音频，学生跟读音标（/-pl/、/-kl/ 等）及对应词汇（apple、uncle 等）；
教师用音标卡片抽查发音，纠正易错点（如 /-tl/ 在 “little” 中的轻读），并引导学生补充 1 个同类单词（如 /-bl/ 补充 “table”）。
活动 2：语句朗读训练（3 分钟）
展示课件中含目标发音的语句（如 “If you 'give a'cat some /milk...”），标注连读（“give a”）、重读（“milk”）；
学生先独立朗读，再小组内互评，教师选取 2 组展示并点评。
设计意图：通过 “听 - 跟 - 练 - 评” 步骤，逐步突破音标发音难点，为后续对话朗读与表达打牢语音基础。
（三）阅读与听力（While-reading）：聚焦对话，提取信息（12 分钟）
活动 1：听力填空（2a）（5 分钟）
教师播放 Jason 与教授的对话音频，学生结合课件中选项（A.take a break；B.just call your friend 等）完成填空；
播放第二遍音频核对答案，教师引导学生圈出关键信息（如 “best way：face-to-face talk”）。
活动 2：对话问答（2b）（4 分钟）
学生自主阅读课件中的对话文本，小组合作完成课件中 4 个问题（如 “When did the conversation happen ”）；
教师邀请小组代表汇报答案，梳理对话逻辑：“argue→best way（face-to-face）→alternative（call）→solution（stay calm/take a break）”。
活动 3：角色扮演（2d）（3 分钟）
学生以 “Jason - 教授” 为角色，分小组朗读对话，模仿语音语调（如教授的建议语气、Jason 的疑问语气）；
教师选取 1 组上台展示，点评 “语气准确性” 与 “语句流畅度”。
设计意图：通过 “听力 - 阅读 - 角色扮演”，层层深入理解对话内容，提取沟通策略，同时巩固词汇与句型。
（四）巩固与运用（Post-reading）：实践输出，提升能力（12 分钟）
活动 1：完成交流方式表格（2c）（4 分钟）
学生结合自身情况，完成课件中 “How I communicate with...” 表格（含家人、朋友、老师、同学 4 类对象），如 “Teachers：talk face-to-face after class；send emails for study plans”；
同桌互相分享表格内容，教师选取 2 名学生展示，引导学生发现 “不同对象适配不同交流方式”。
活动 2：创编对话（2e）（8 分钟）
分组（4 人一组），从课件 3 个情境（生日邀约、作业求助、邀约慢跑）中选 1 个，结合参考句型（如 “If you can come, I’ll be very happy.”）创编对话；
每组选取 1 对成员上台展示对话，教师从 “词汇运用、句型准确性、逻辑连贯性” 三方面点评，优秀小组给予鼓励。
设计意图：通过 “个人梳理 - 小组创编”，将所学知识转化为语言输出能力，落实 “用英语解决实际沟通问题” 的目标。
（五）总结与练习（Summary & Exercise）：梳理重点，强化记忆（5 分钟）
知识总结（2 分钟）：教师结合课件，梳理本节课重点：
音标：辅音连缀 /-pl/ 等、鼻辅音组合 /-fn/ 等；
词汇：professor、speech、make up、face-to-face；
句型：if 引导的条件状语从句（主将从现，如 “If I go there, I’ll try local food.”）。
即时练习（3 分钟）：学生完成课件中 “根据句意填空” 练习（如 “The ______ (professor) speech made us think deeply.”），教师核对答案并讲解易错点（如名词所有格 “professor’s”）。
（六）作业布置（Homework）：分层巩固，延伸学习（2 分钟）
必做题：完成课本中与本节课相关的语法填空、句型转换，巩固 if 条件状语从句用法；
选做题：用 “交流方式词汇” 和 “if 从句” 写一篇 80 词以上短文，描述一次 “沟通问题及解决经历”（如 “和朋友吵架后，用 face-to-face talk 和好”）。
设计意图：分层作业兼顾全体学生，必做题夯实基础，选做题提升写作能力，实现 “课内外衔接”。
五、板书设计
Unit 8 Let's Communicate! SectionA (Pronunciation-2e)
一、音标（Pronunciation）
1. 辅音连缀：/-pl/（apple）、/-kl/（uncle）、/-tl/（little）
/-bl/（able）、/-ɡl/（eagle）、/-dl/（middle）
2. 鼻辅音组合：/-fn/（often）、/-sn/（listen）、/-tn/（certain）
/-vn/（even）、/-zn/（cousin）、/-dn/（garden）
二、核心词汇（Key Words）
professor（教授）、speech（演说）、argue（争论）、calm（镇静的）
make up（与……言归于好）、face-to-face（面对面的）、take a break（休息）
三、核心句型（Key Sentences）
1. Sometimes my friends and I argue but don’t know how to make up.
2. If you want to solve the problem, a face-to-face talk usually works the best.（if从句：主将从现）
3. But what if we argue more over the phone
六、教学反思（课后填写）
学生对音标连读、重读的掌握是否达标？需在后续课中加强哪些发音训练？
小组创编对话时，是否所有学生都参与其中？如何进一步调动后进生积极性？
if 条件状语从句的 “主将从现” 规则，学生在写作中是否易混淆时态？需补充哪些专项练习？
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