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课题 Unit 8 Let’s Communicate! Section A (2a-2e) 学段 初中 年级 八
课型 听读说 课时 2 学科 English
单元 主题分析 本单元的主题属于“人与社会”范畴，涉及“社会服务与人际沟通”子主题内容。本单元围绕“沟通”（Communication）这一核心主题，旨在引导学生探索多样化的沟通形式、描述人际交流方式，并讨论现实与未来的沟通场景。单元内容紧密联系学生生活实际，从识别图片中的沟通方式入手，深入探讨有效沟通的要素，培养学生的语言表达能力、跨文化理解力及对未来沟通技术的初步思考，全面提升其综合人文素养。
文本解读 What:本课是人教版(2024)八年级上册第八单元Let’s Communicate! 的第二课时，文本以"人际沟通"为核心主题，呈现了Jason与教授关于朋友争吵后如何和解的咨询场景，通过四个条件句空白填充，集中展示了"If...will..."句型在真实沟通情境中的应用，内容紧密围绕日常沟通的多种方式（面对面交流、电话、短信等）及其适用情境，呈现了丰富的交际功能语言。 Why:本课文本设计旨在培养学生实际沟通能力与冲突解决意识。通过教授给出的建议文本，引导学生理解不同沟通方式的优劣（如面对面交流的最佳效果、文字沟通的潜在风险），培养其根据具体情境选择恰当沟通策略的思维能力，同时促进对人际关系的认知发展——通过Jason最后"友谊很重要"的感悟，传递积极沟通的价值观。 How:文本首先通过听力填空和阅读理解任务引导学生获取文本信息，理解条件句的语义功能；然后通过图表归纳（与不同人群的沟通方式）促进知识结构化；最后通过角色扮演实现语言迁移运用。教学中需突出对比分析（如对比不同沟通方式的效果）、情境植入（创设真实交际场景）和策略指导（如冲突处理时"冷静-道歉-暂停"的沟通技巧），帮助学生将语言形式与交际功能有机结合。
学情分析 1.学生基本情况 本课教学对象为初中阶段学生，该年龄段学生抽象思维能力逐步发展，能理解条件句等较复杂语法结构，但仍需具体情境支撑；自我意识增强，重视同伴关系，对人际沟通话题有天然兴趣。 2.已有知识经验 学生已掌握常见沟通方式的词汇，接触过一般将来时（will）和一般现在时的基本用法，具备基本的听力理解和口语表达能力。 3.学习难点预测 对话中的连读、弱读（如it's→its，will→'ll）可能影响理解。 4.教学对策 采用分步听力策略（听主旨→听细节→听语音）；提供听力文本对照，突出连读现象。
教学目标 语言 能力 1.Students will be able to understand conversations about communication methods and extract specific information. 2.Students will be able to read and understand a dialogue between a student and a professor, grasping the main advice regarding resolving conflicts through communication.
文化意识 Students will recognize and compare different common communication methods and their perceived appropriateness or effectiveness in different situations, drawing from the text and their own experiences.
思维品质 Students will evaluate the advantages and disadvantages of different communication methods based on the listening material and dialogue, and justify their own choices for different situations.
学习能力 1. Students will utilize listening strategies to complete tasks like filling in blanks and tables. 2.Students will cooperate with peers in pair or group work activities to complete tasks and practice language use.
教学 重难点 教学重点 Students will be able to use the target structure "If...will..." to make invitations, give suggestions, and describe plans in simulated scenarios.
教学难点 Students will consolidate the key grammatical structure (first conditional) and vocabulary (communication methods) through controlled practice and less-controlled production.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Warming-up 1.Teacher plays a video about the communication style of foreigners for students to watch and asks: What are the similarities and differences between the communication style of foreigners and ours 2.Teacher organizes students to communicate and invites students to share their thoughts. 1.Students watch the video. 2.Students share their thoughts. 通过播放外国人沟通方式的视频，引导学生对比中外沟通方式的异同，提升学生的跨文化交流能力。
Step2 Lead-in Teacher leads students to have a free talk:Do 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 Students have a free talk. 通过引导学生进行自由讨论，引入话题，使学生对于接下来的学习内容有一个提前的预知，降低听力焦虑。
Step 3 Listening Work on 2a 1.Teacher plays the audio of the conversation for the first time without stopping.Then ask students to find:What’s Jason’s problem 2.Teacher plays the audio for the second time,and asks students to fill in the blanks while listening. 3.Teacher leads students to check the answers together. 1.Listen and answer the question. 2.Listen and fill in the blanks. 3.Students check answers together. 通过回答问题和听力填空，锻炼学生捕捉关键信息的能力，提高听力理解水平。
Step 4 Reading Work on 2b 1.Teacher shows the task of 2b,lets students read the dialogue again and answer the following questions. -When did this conversation probably happen -What does the professor think is the best way to solve the problem -What are the problems with texting -Why does Jason worry about talking on the phone 2.Teacher invites several students to share their answers. Language points Teacher lets students read the dialogue carefully and find the points they don’t understand,then teacher gives explanations to the students: ①Sometimes my friends and I argue but don’t know how to make up. ②I understand, but meeting in person is not always easy.③Some of you may prefer texting... ④But what if we argue more over the phone 1.Students read the dialogue and complete 2b. 2.Students share their answers. 3.Students read carefully and find the points they don’t understand. 教师通过观察学生在阅读过程中的表现,了解他们提取关键信息的能力,提升听力理解和信息提取能力。 教师让学生找出对话中不理解的知识点，有针对性地进行讲解，使学生积累语法点，为他们做题打下基础，同时提高教学效率。
Step 5 Speaking Work on 2c 1.Teacher lets students have a pair work to talk about how they communicate with different people in their life. 2.Teacher asks students to complete the chart about how I communicate with my family, friends, teachers and classmates, filling in the characters, communication methods, time and communication topics. 3.Teacher invites some students to share their results. Work on 2d 1.Teacher plays the dialogue again,asks students to follow the reading, paying attention to the intonation and tone. 2.Teacher organizes students to work in pairs to role play the dialogue:one is Jason, and the other is Professor. 3.Teacher invites several pairs of students to role-play the dialogue. 1.Students have a pair work to talk about how they communicate with different people in their life. 2.Students complete the chart. 3.Students share their results. 4.Listen and repeat, pay attention to the intonation and tone. 5.Students have a practice with their partners. 6.Students role play with their partners. 教师引导学生结对讨论如何与不同的人进行沟通并完成表格，锻炼学生口语表达能力的同时，使学生明白日常的基本社交技巧，提高学生的人际交往和沟通能力。 通过角色扮演和小组对话练习，帮助学生巩固对话内容，提升他们的口语表达能力和自信心，确保学生对对话内容的理解和掌握。
Step 6 Production Work on 2e 1.Teacher shows the task of 2e:Choose a situation from below and make up a conversation.Let students work in pairs, choose a situation and devise a dialogue. 2.Teacher shows examples through PPT and helpful expressions, and then organizes students to make up dialogues, and teacher patrols and gives help. For example: A:Hey Helen, I have some problems with my math homework. I really need help. Helen:If you need help, I think you should tell our math teacher. A:If I talk to our math teacher, do you think she will be happy to help me Helen:Sure! She always helps students. Or you can ask me now—maybe I can solve it with you. 3.Invite several groups of students to present their conversations and evaluate their performance. 1.Students work in pairs, choose a situation and devise a dialogue. 2.Students make up dialogues. 3.Students present their conversations. 通过选择真实的语言情境给学生提供了口语输出的机会，展示示例和可能用到的表达为学生创编对话降低难度，让学生有话可说，提升学生的语言运用能力，达成在日常生活中灵活运用沟通表达的目标。
Step 7 Summary Teacher leads students to review the key words and phrases of this lesson, as well as the use of conditional sentences to discuss and express content related to communication. Follow teacher’s steps and review the key points what they have learned in this lesson. 教师带领学生回顾本节课的重点词汇短语，以及运用条件句谈论并表达有关沟通方式的内容。
Step 8 Homework Level A:After class,look for scenarios in the classroom or at home to write three dialogues similar to the 2e situations. Level B:Write a short paragraph of about 80 words, describing an experience where you resolved a disagreement through effective communication, and explain which method you used and why it effective. Level C:Discuss the following questions with your group members and make a report: -What is the most effective way of communication in society Why -If you have a misunderstanding with a good friend, which way would you choose to solve it 本作业设计注重分层与多样化通过情境对话、写作任务和讨论汇报，帮助学生提升真实语境中的沟通能力，密切英语教学与日常生活的联系，体现语言学习的实用性与交际性。
板书设计 Unit 8 Let's Communicate! Section A (2a-2e)
教学反思 成功之处: 1.情境创设生活化:教学内容贴近学生生活，如朋友争吵、邀请聚会、学业求助等，有效激发了学生的学习兴趣和课堂参与度。 2.语言操练交际功能强:角色扮演和情境对话环节为学生提供了真实的语言交际机会，课堂气氛活跃，学生能够在“做中学”，提升了沟通的自信心与策略性。 二、存在问题: 1.对分层教学的差异化指导不够:在角色扮演活动中，口语能力较强的学生表现踊跃，而基础较弱的学生则倾向于选择简单的书面任务，教师未能及时介入并为所有小组提供更具针对性的指导和鼓励。 2.情感目标的挖掘可更深入:本课主题涉及解决矛盾、维护友谊等情感态度层面，但在课堂讨论中，教师对“为何选择某种沟通方式”背后的情感因素引导不够，未能充分实现情感态度的深度培养。 三、改进措施: 1.加强过程性指导与差异化支持:在小组活动时，教师应更多巡视，为需要帮助的小组提供语言支架和思路启发。可设计不同难度的“任务卡”，明确基础任务与挑战性任务，鼓励学生根据自身能力选择并尝试突破。 2.深化主题讨论，渗透情感教育:在分析对话和情境时，增设“Why did he/she do that ”、“How would you feel ”等追问环节，引导学生共情与反思。

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