资源简介

(共40张PPT)
Section A Pronunciation&2a-2e
Unit 8 Let’s Communicate!
人教版英语（新教材）八年级上册
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
学习目标
能识别 /-pl/、/-kl/ 等成节音规则，准确朗读相关单词；掌握 professor、argue、make up、in person”等核心词汇与短语，理解 if 引导的条件状语从句在沟通场景中的用法；听懂 Jason 与教授的对话，提取解决朋友矛盾的沟通建议；明确对话主旨与关键细节。（学习理解）
能正确朗读成节音单词并完成归类练习；独立完成听力任务；熟练角色扮演 Jason 与教授的对话，发音准确、表达流畅；结合 所给场景，创编包含所学短语和条件句的英语对话，清晰传递沟通意图。（实践运用）
能将所学沟通方式与解决矛盾的策略迁移到日常生活，尝试用英语记录自己与朋友化解矛盾的经历；通过采访家人或朋友，对比不同人解决矛盾的沟通方式；培养理性沟通意识，在跨场景交流中主动运用 “保持冷静、礼貌表达” 等原则。（迁移创新）
Lead in
Review
send text messages
send emails
talk face to face
use sign language
make a video call
Speak out the forms of communication
make a phone call
Pronunciation
成节音
成节音是辅音 + /l/ 或 /n/构成的音节，其中 /l/ 或 /n/ 充当“元音性角色”，无需额外加 / /。
/-l/ 类成节音：
/-n/ 类成节音：
/-fn/, /-vn/, /-sn/, /-zn/, /-tn/, /-dn/
/-pl/, /-bl/, /-kl/, /-gl/, /-tl/, /-dl/
/-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
辅音（清 / 浊）+ 模糊 /l/（舌尖抵上齿龈，气流侧出），连贯成节，无额外 / /。
辅音（清/浊）+ 齿龈/n/（舌尖抵上齿龈，鼻音振动），连贯成节，无额外 / /。
成节音
Listen and repeat.
/-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
linking：前一词以辅音结尾，后一词以元音开头，直接连接发音
an apple / n pl/ → 读作 “ -n -pl”（一个苹果）
Pre-listening
Have you ever argued with your friends and didn’t know how to fix the relationship（修复关系） What did you do then
Said sorry
Gave a gift
Write a letter
Face to face talk
Send messages
Today , we’ll learn a conversation between Jason and his professor. Let’s guess what they are talking about.
Prediction
Maybe they are talking about…
How to make friends
How to solve conflicts between friends
How to prepare a speech on the topic of communication
While-listening
A. Jason tells the professor about his fight with a friend.
B. The professor gives Jason advice on how to fix a friendship.
C. Jason and the professor talk about different ways to make friends.
Task 1: Choose the main idea of the conversation.
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.
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
Listen to the conversation and fill in the blanks.
C
B
D
A
Task 2:
Post-listening
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
make up (with sb) 与……言归于好
亲自；亲身
Post-listening
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
Post-listening
Read the conversation and answer the questions.
1. When did this conversation probably happen
The conversation probably happened 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.
2b
●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.
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
2c
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
Choose a situation from below and make up a conversation. The expressions in the box may help you.
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 …
expression / k spre n/ n. 表达方式；表达
chance /t ɑ ns/ n. 机会；可能性
adj. 意外的；偶然的
2e
Situation 1
What would you say if Susan invites you How to accept or politely refuse
Sure! What time will it start
Hi, would you like to come to my birthday party this weekend ! If you can come, I’ll be very happy,
At 6 p.m. on Saturday. If you want to make some new friends, this is a good chance—many classmates will be there.
Great! I’ll bring a small gift. See you then!
Lisa, I have some problems with my English homework. I really don’t understand the grammar part.
Don’t worry. If you need help, I think you should tell our teacher, Mr. Smith.
If you talk to him, I think he will be happy to help you. Let’s go to his office together after class.
But I’m a little shy
That’s a good idea. Thank you, Lisa!
Who can you ask for help How to start the conversation
Situation 2
Really When do you want to go
Tom, I found a beautiful park near our school. It’s perfect for jogging. If you join me, we can exercise and enjoy the fresh air there.
How about this Sunday morning If you go there, you’ll love the scenery.
Sounds great! Let’s meet at the park gate at 8 a.m.
Perfect! See you then.
How to invite a friend to jog with you
Situation 3
Summary
Key words
Sentences
Phrases
professor, speech, argue, prefer, calm
face to face, make up, worry about, in person
①If you want to solve the problem ,a face-to-face talk usually works the best come to my city, I’ll show you around.
②If you stay calm and say sorry, it will help.
Summary
Pronunciation
linking, stress, intonation, and pauses
/-pl/ /-kl/ /-tl/
/-bl/ /-ɡl/ /-dl/
/-fn/ /-sn/ /-tn/
/-vn/ /-zn/ /-dn/
Language points
argue with sb与某人争论
eg: I argued with my best friend.我和我最好的朋友吵架了。
argue about sth就某事争论
eg: Let’s not argue about small details.咱们不要在细枝末节上争论了。
【拓展】argue 的名词是argument,意为“争吵;论点”。
eg: They had an argument yesterday. 他们昨天吵架了。
His argument was logical. 他的论点很有逻辑。
1. Sometimes my friends and I argue but don’t know how to make up.有时我和朋友们会吵架，但不知道如何和好。
(1) argue [动词] 争吵；争论
make up的其他词义
①组成；构成
eg：Women make up 40% of the company’s staff. 女性占公司员工的 40%。
②编造；虚构
eg：He made up an excuse for being late. 他为迟到编造了一个借口。
③化妆
eg：She makes up before going out. 她出门前会化妆。
(2) make up 和解；和好
make up (with sb) 与……言归于好
1. Sometimes my friends and I argue but don’t know how to make up.有时我和朋友们会吵架，但不知道如何和好。
【拓展】
personally adv. 亲自地；本人直接地
eg：I will handle the matter personally. 我会亲自处理这件事。
in the flesh 本人到场；活生生地
eg：I finally met my idol in the flesh. 我终于见到了偶像本人。
2. I understand, but meeting in person is not always easy. 我明白，但亲自见面并不总是容易的。
in person 亲自；亲身
eg：She prefers to discuss the issue in person. 她更倾向于亲自讨论这个问题。
【用法】
(1) prefer + 名词 / 代词，更喜欢某物 / 某人（直接接宾语）
eg：I prefer coffee to tea. 比起茶，我更爱喝咖啡。
3. Some of you may prefer texting, but it takes longer and can make things worse if you’re not careful with your words.
prefer v. 较喜欢
(2) prefer doing sth.（更喜欢做某事），强调习惯性、长期性的偏好
eg：He prefers reading alone in the evening. 他更喜欢晚上独自阅读。
(3) prefer to do sth.（更倾向于做某事），侧重具体某次的选择或意愿
eg：I prefer to eat out tonight. 今晚我更想出去吃。
(4) prefer A to B（比起 B，更喜欢 A），A 和 B 为同类事物（名词 / 动名词）
eg：I prefer reading to watching TV.（比起看电视，我更爱读书。）
Exercise
一、根据画线部分的读音将单词归类。
purple circle season possible garden
uncle table people cousin sudden
1. /-kl/ _________________________________
2. /-bl/ _________________________________
3. /-zn/ _________________________________
4. /-dn/ _________________________________
5. /-pl/ _________________________________
circle uncle
possible table
season cousin
garden sudden
purple people
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!
二、根据句意和提示完成句子
professor’s
make up
face-to-face
calm
chance
Homework
Homework
Need to do: 仿照 Jason 与教授的对话，写一段你和朋友吵架后和解的 50 词英文对话，使用make up，in person等短语。
Choose to do:采访家人解决矛盾时最常用的沟通方式，用英文记录 2 个关键观点
感
谢
观
看/ 让教学更有效 高效备课 | 英语学科
基于课程标准的“教-学-评”一致性课堂教学设计
科目 英语 授课教材 人教版（2024）八年级上册
授课题目 Unit8 Let’s communicate! Section A Pronunciation& 2a-2e 课时 课型 第2课时 语音听说课
主题情境 人与社会 授课教师
语篇研读 【What】 涵盖发音、听力、口语三大模块：发音板块聚焦成节音（如 /-pl//-kl/ 等）及连读、重音、语调训练；听力板块围绕 “解决朋友矛盾的沟通方式”展开，含2a填空、2b 细节问答；口语板块通过2c沟通方式图表填写、2d 角色扮演、2e 情景对话创编，整合 “沟通方式”“if 条件句” 等语言知识与技能。 【Why】 旨在帮助学生掌握成节音发音规则，提升 “沟通类” 听力理解和口语表达能力；同时理解不同沟通方式的适用场景，培养理性解决人际矛盾、有效沟通的意识，契合课标对语言能力、思维品质和社会交往能力的培养要求。 【How】 以“输入 - 输出”逻辑推进：先通过发音列表 + 短句训练，夯实语音基础；再以 “解决朋友矛盾” 为主题，设计听力填空2a和细节问答2b，层层提取沟通方式、建议等关键信息；最后通过 “个人沟通习惯图表2c- 角色扮演2d- 多场景对话创编2e，配表达支架”，实现从知识理解到语言运用的迁移，全程以 “沟通能力培养” 为线索，整合语音、词汇、语法与社交技能。
学情分析 八年级学生具备一定的英语词汇积累，但对成节音（/-pl//-kl/ 等）的发音规则易混淆，听力中抓取 “解决矛盾的沟通建议、细节信息” 时，部分学生存在信息遗漏、反应速度慢的问题；对 if 条件句的结构理解较清晰，但在口语创编中灵活运用的准确性（时态一致性、逻辑连贯性）不足。
课标要求 能听懂关于 “解决人际矛盾沟通方式” 的对话并提取关键信息，运用成节音规则准确朗读单词，使用 if 条件句创编多场景沟通对话。 理解不同沟通方式的文化内涵，尊重人际沟通中的文化差异，培养理性沟通的社交意识。 能分析不同沟通方式的适用场景，在解决朋友矛盾的语境中提升逻辑思维与问题解决能力。 能在发音训练、听力填空、对话创编等任务中，主动梳理知识、合作探究，提升自主学习与协作能力。
教学目标 通过本节课学习，学生能够： 能识别 /-pl/、/-kl/ 等成节音规则，准确朗读相关单词；掌握 professor、argue、make up、in person”等核心词汇与短语，理解 if 引导的条件状语从句在沟通场景中的用法；听懂 Jason 与教授的对话，提取解决朋友矛盾的沟通建议；明确对话主旨与关键细节。（学习理解） 能正确朗读成节音单词并完成归类练习；独立完成听力任务；熟练角色扮演 Jason 与教授的对话，发音准确、表达流畅；结合 所给场景，创编包含所学短语和条件句的英语对话，清晰传递沟通意图。（实践运用） 能将所学沟通方式与解决矛盾的策略迁移到日常生活，尝试用英语记录自己与朋友化解矛盾的经历；通过采访家人或朋友，对比不同人解决矛盾的沟通方式；培养理性沟通意识，在跨场景交流中主动运用 “保持冷静、礼貌表达” 等原则。（迁移创新）
教学 重难点 重点：掌握成节音发音规则，理解“面对面交谈、打电话” 等沟通方式词汇及 if 条件句用法，能听懂“解决朋友矛盾”的对话并提取关键信息，完成多场景沟通对话创编。 难点：成节音的准确朗读，听力中细节信息的快速抓取，口语创编时语言的逻辑性与丰富性，以及对不同沟通方式文化差异的深层理解。
核心语言 【核心词汇】 professor, argue, make up, in person, communicate, solve, problem, situation, prefer, calm, sorry, friendship 【核心短语】 take a break, just call your friend, a face-to-face talk, make things worse, listen to, talk about, make up a conversation, 【核心句子】 if you want to make some new friends, ... if you need help, if you talk to..., if you go there, ... if you join me，...
教学工具 PPT，教材
教学策略 情景教学、启发式教学，任务型教学
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： Lead in （5min） 1. Review the forms of communication learned before by showing phrases on the screen. 2. Ask students to speak out the phrases and share: "Which form of communication do you use most often with friends " 1. Recognize and read the reviewed communication phrases aloud accurately. 2. Volunteer to share their most frequently used communication way with the class. 通过复习旧知衔接单元主题，激活学生已有的语言储备；结合生活场景提问，拉近课堂与生活的距离，为后续 “解决朋友矛盾的沟通方式” 学习铺垫。
效果评价：观察学生能否准确说出6种以上沟通方式短语，确保 90% 以上学生主动参与分享，初步进入课堂状态。
Part 2： Pronunciation（10min） 1. Explain the rule of syllabic consonants (consonant + /l/ or /n/, no extra / /) and show a word table (e.g., /-pl/: apple, people). 2. Play the audio for students to listen and repeat, then explain linking, stress, and intonation with the sentence: "If you give a cat some milk..." 3. Ask students to work in pairs to find syllabic consonant words in the sentence. Listen to the explanation, follow the audio to read words aloud, and note the pronunciation details. 先通过 “规则讲解 + 示范跟读” 帮助学生理解成节音发音逻辑，再通过 “小组探究” 强化主动感知，突破语音学习难点；结合包含 if 条件句的短句，为后续语法应用埋下伏笔。
效果评价：确保 80% 以上学生发音准确；检查小组探究结果，确保能正确圈出 3 个以上成节音单词。
Part 3： Pre-listening（5min） 1. Ask a discussion question: "Have you ever argued with friends How did you fix the relationship " and list students’ answers on the board. 2. Introduce the listening material (Jason & professor) and provide 3 prediction options: "How to make friends/ solve conflicts/ prepare a speech", then ask students to discuss and choose.
1. Share personal experiences of arguing with friends and solutions 2. predict the listening content, choose the most possible reasons.
结合 “朋友矛盾” 的生活话题激活学生情感体验，降低听力理解的情境门槛；提供预测选项搭建思维支架，帮助学生掌握 “预测 - 验证” 的听力策略，提升听力效率。
效果评价：观察学生分享积极性，确保70%以上学生参与讨论；检查预测结果，确保 80% 以上小组能选择 “solve conflicts” 并给出合理理由
Part 4： While-listening（10min） 1. Play the audio for the first time, ask students to complete Task 1 2. Play the audio again, guide students to finish Task 2 (fill in blanks with options A-D). 3. Check answers with the class, and ask: "How do you know the answer to blank 1 " to analyze key information 1. Listen carefully, take notes, and complete Task 1 and Task 2 independently. 2. Correct answers in class, share how they captured key information 分两次听力任务，由 “抓取主旨” 到 “提取细节”，层层递进训练听力技能；通过 “追问信息来源”，帮助学生总结听力技巧（如关注关键词），提升听力素养。
效果评价：检查学生任务完成情况，确保 90% 以上学生 Task 1 选对 B 选项，70% 以上学生 Task 2 填空正确率达 3/4。
Part 5： Post-listening（10min） 1. Ask students to read the conversation, answer 4 detail questions (2b) and check answers. 2. Guide students to fill in the "How I communicate with..." chart (2c) and share 1 example. 3. Organize role-play (2d): Ask pairs to act as Jason & professor, then assign Task 2e (make up a conversation based on 3 situations, with expression prompts). 1. Read the conversation, answer questions and share answers. 2. Fill in the chart and volunteer to share. 3. Practice role-play in pairs, then finish 2e 通过 “细节问答” 巩固听力内容，“图表填写” 关联个人生活，“角色扮演 + 对话创编” 实现语言输出；提供表达支架，降低口语创编难度，提升应用能力。
效果评价：检查 2b 问答正确率，确保 80% 以上学生能准确回答 3 个以上问题；观察角色扮演流畅度，确保 70% 以上 pairs 表达自然；抽查 3 组创编对话，确保包含 1 个以上所学短语
Part 6： Summary（2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part 7： Language points （5min） T explains language points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 8： Exercises（3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 9： Homework Need to do: 仿照 Jason 与教授的对话，写一段你和朋友吵架后和解的 50 词英文对话，使用make up，in person等短语。 Choose to do:采访家人解决矛盾时最常用的沟通方式，用英文记录 2 个关键观点 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 本次 “发音 + 沟通场景听说” 课，通过 “成节音跟读探究、听力预测验证、生活场景对话创编” 等环节，基本达成教学目标 —— 学生能准确朗读成节音单词、完成听力任务，且多数能结合支架创编生日邀请、作业求助等对话。但仍有不足：一是成节音教学中，基础弱学生对 /-kl/ 与 /-gl/ 发音区分不清，未及时补充口型示意图，导致部分学生发音偏差；二是听力后 2b 细节问答，少数学生未抓取 “texting 需注意用词” 的关键信息，音频仅播放两次，未给足信息整合时间；三是选做 homework（采访家人）完成率较低，因未提供采访话术示例，学生不知如何切入。后续需优化：补充发音可视化工具，听力难点处增加暂停解析，作业附简单示例，让教学更贴合学生认知水平。
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