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教—学—评一体化教学设计案例
——人教版八上
Unit 8 Let’s Communicate!
Section A 2a-2e
基于“教—学—评”一体化的课时设计
Unit 8 Let’s Communicate!
Section A 2a-2e
Specific Goal：
Core
Comptence
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Project
Section B
How can we communicate better
运动能让我们身心健康，更让我们发现自我、挑战自我、超越自我。
Period 4
指南类说明文给出良好沟通的建议和方法。
提升阅读理解能力。
Reading Plus
Period 5
句子填空排序等形式说明沟通方式的选择并介绍对应沟通技巧。
提升词汇学习策略。
聚焦与人沟通的技巧，在实践中提升口头和书面沟通的能力，提升信息安全意识。
Section A
How do we communicate？
Period 1
通过电话、视频方式沟通以解决问题和分享生活。
对话用条件句谈论可能发生的事。
Period 2 演讲后与演讲者面对面的交谈。
对话用条件句询问和给出与朋友沟通的建议。
Period 3
留言条和语音信息沟通团聚和训练计划。
短文中条件句在不同沟通场景中的使用。
Period 7
真实条件句小组故事接龙集体编创故事。
培养创造性思维和逻辑性思维。
Period 8
用社交软件进行沟通时的网络安全提示。
培养学生的安全意识。
聚焦常用沟通交流方式，辨别不同沟通方式的特点。
Value Statement: Good communication skills are key to success in life.
Period 6
书信邀请教授作讲座，分享沟通技巧。
提升书面沟通能力。
Unit 8 Let’s communicate!
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Text Analysis
What
Why
How
主题
内容
人与社会之良好的人际关系和人际交往
Jason在Professor演讲之后，主动面对面寻求帮助，询问通过何种沟通方式与朋友和好。
作者意图
价值取向
语篇类型
语篇结构
语言特点
传达“有效的沟通方式”在人际交往的重要性
不同的情境，选择不同的沟通方式，
达到良好沟通的目的。
对话
(conversation)
问题-解决方案
（最优方案
替代方案
应急预案）
if条件句在解决朋友沟通问题情境中的规范使用
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
话题知识
语篇知识
语言知识
学习策略
已知
未知
解决策略
能用一般现在时、一般将来时进行简单的日常表达。
对if条件句“主将从现”的使用认知模糊。
在日常生活中频繁接触各类沟通场景。
在不同场景下恰当选择不同沟通方式和沟通技巧方面存在不足。
对于对话的这种语篇形式有常识性理解。
对于不同的沟通方式在语言上，结构上，场景上的运用缺少深入的思考。
掌握了听说读的基本能力，具有一定的归纳概括能力。
分析语言结构、迁移运用if条件句在真实情境中的能力欠缺。
引导学生分析不同情境下采用的不同沟通方式、原因、语言特点和沟通技巧。
通过反复听读，聚焦语篇的内容、用语和情境，分析沟通方式和良好沟通的标准。
引导学生观察对话中if条件句的使用，总结时态特点，并给出具体情境加以口头练习。
创设情境，引导学生选择恰当的沟通方式，帮助其将所学if条件句运用于实际生活。
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
通过本节课的学习，学生能够
01
在听力情境中理解argue, make up, calm等词汇含义，感知对话文本。
感知和理解if条件句在实际沟通中的建议功能，运用if条件句清晰表
达沟通建议。
02
了解解决沟通问题的思路、不同沟通方式在人际交往中的特点和适用
情境，选择合适的沟通方式进行表达。
重点
难点
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
03
04
在真实情境中，灵活运用不同的沟通方式，解决实际问题，提升沟通
交流能力。
设计意图：创设情境，导入单元主题，激发学习兴趣，同时回顾本单元1a-1d常见的沟通方式；引出本节课对话发生场景，让学生在情境中理解词汇含义，为听力做铺垫。
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Lead in
设计意图：明确对话主线和围绕讨论的问题，引发学生对于人际关系问题的初步讨论，降低听力的难度。
Skim the conversation and find out what worries Jason mentioned.
Activity 1
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, _________________. 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.
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
What advice will you give
Sometimes my friends and I argue but don’t know how to make up. What’s the best way to communicate in this situation
But meeting in person is not always easy.
But what if we argue more over the phone
评价方式：
教师评价
观察学生能否根据日常沟通常识做出合理猜测和建议。
设计意图：听对话大意，验证问题猜想。
Activity 2
Watch the video and check your guess.
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
设计意图：核对听力答案，并在感知整个对话文本、理解Professor建议的基础上，感知if条件句的功能。
Activity 3
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
教师评价
观察学生是否能够准确获取并记录关键信息。
评价方式：
设计意图：借助2b问题链引导学生分析文本，梳理出人际交往中沟通建议的思路；鼓励学生结合实际列出不同沟通方式的优缺点；引发学生对日常沟通方式的讨论，和特定情境下有效沟通方式的选择。
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Activity 4
设计意图：引导学生理解在特定情境中恰当的沟通交流的重要性，并内化if条件句在提出建议上的作用。
评价方式：
Activity 5
Think deep and try to answer.
1. How did they have good communication
2. What did Jason get from such communication
3. If you are the professor, what other advice will you give
Jason asked questions politely, and the professor answered patiently. Also, they listened to each other carefully.
Professor helped Jason solve his problems.
教师评价
观察学生能否思考归纳出对话中体现出的有效沟通的基本标准、益处以及其他沟通技巧。
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Choose a proper way of communication first.
Remember to smile more when talking.
Choose suitable words and phrases.
Look at the speaker’s eyes.
...
Activity 6
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
设计意图：引导学生对生活中其他沟通方式的探讨，思考不同沟通方式的特点和适用场景。
Discuss and complete.
设计意图：通过跟读，强化if条件句在实际情境中的应用。
评价方式：
教师评价
观察学生是否能够通过对话中的重读、停顿等感知if条件句的沟通建议的重点。
Activity 7
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.
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Listen and imitate.
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设计意图：通过Pair work朗读对话，复习提出建议的if条件句，为语言输出做准备。
评价方式：
教师评价、学生互评
观察学生能否合理复现对话内容，突出沟通建议层次和重点。
Activity 8
Two students in a group. Role-play the conversation.
Jason: Professor, thanks for the helpful speech on communication. I have a question. ...
Jason: But what if we argue more over the phone
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
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....
Checklist Very well OK Needs work
Role-play the conversation fluently and clearly
Pay attention to the stress, intonation and pauses
Use proper body languages and facial expressions
设计意图：引导学生在模拟真实情境中，合理选择沟通方式，规范使用if条件句提出建议。
Activity 9
Choose a situation from below and make up a conversation.
The expressions in the box may help you.
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
评价方式：
教师评价、学生互评
观察学生是否能够根据不同情境，选择合理的沟通方式，并给出至少两条合理建议和假设。
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Summary
Who is the best communicator
If you choose proper ways of communication, you can be the best communicator.
If you talk politely and listen patiently, you can be the best communicator.
If you provide solutions as many as possible, you can be the best communicator.
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Must-do: Polish a conversation using if-clauses to give advice in real situations.
Choose-to-do: Design a personal school communication handbook.
Homework
自评量表 评价标准 Very well OK Needs work
1. 我能够通过听感知对话情境、对话人的交流方式以及人物关系并理解词汇含义；在听的过程中，准确获取并记录关键信息。
2. 我能够感知和理解if条件句的结构、时态和表意功能，并运用if条件句提出沟通交流的建议。
3. 我能够提炼出解决沟通问题的思路，并付诸实践应用；能够总结有效沟通的基本标准和给人们带来的益处。
4. 我能够根据不同的情境，选择合理的沟通方式，解决实际问题，并充分理解沟通交流方法的重要性。
学生自评
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
以寻找“最佳沟通者” 为核心情境，贯穿教学始终，形成了“解决沟通困惑—分析沟通方式—实践沟通技巧”的完整闭环，促进学生语言能力提升。
基于对话文本，通过对话演练和小组活动，引导学生理解if条件句的建议功能，提炼出解决沟通问题的“最佳方案—替代方案—应急预案”的思路，引导学生分析良好沟通的基本标准和沟通方式的选择。
课时文本“与朋友沟通”这一主题高度贴合学生生活，为课堂互动提供了素材支撑，实现了用英语解决实际问题的目标，培养学生“用语言做事”的语用能力。
通过课堂反馈、自评互评等多种方式，收集学生学习和评价证据，改进教学，实现了“以评促教、以评促学”，发挥三者协同育人功能。
4. 落实“教—学—评”一体化，反思并改进教学
1. 设置真实生活情境，围绕生活问题开展教学
2. 践行英语学习活动观，探究主题意义，实现课程育人
3. 关联学生生活，坚持学创结合，培养学生“用语言做事”的语用能力
Student Analysis
Text Analysis
Teaching Philosophy
Learning Objectives
Teaching Procedures
Teaching Reflection
Thank you for your listening!

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