资源简介

Unit 8 Let’ s Communicate!（Section B 2a-2c）
Period 5教 学 设 计
课题 Section B 2a-2c 单元 Unit 8 Let’ s Communicate! 课型 Vocabulary
使用 教材 人教版英语 年级 八年 级上 备课人 复备人
学习 内容 分析 本课围绕 “交流主题词汇的构词与运用” 展开，通过 2a-2c 的阶梯式练习，实现从词汇变形到语篇运用的递进学习。 2a 通过 “词汇加后缀构词”（如给名词加后缀形成新名词，给动词加后缀形成名词）训练词汇构词法应用能力； 2b 借助短语填空（涉及 “make up”“right away” 等与交流相关的短语）强化词汇语境适配能力； 2c 通过语篇填空（运用 “text”“face to face” 等词汇描述交流方式）提升词汇在交流主题语篇中的综合运用能力。目标词汇涵盖构词后缀（-er, -or, -ment 等）、交流相关短语（make up, show ... interest 等）、交流方式词汇（text, face to face 等），助力学生构建交流主题词汇网络。
学情 分析 学生已掌握 “communication”“friend” 等基础词汇，但在三方面存在不足：一是词汇后缀的准确运用能力较弱（如混淆 “friend” 加后缀 “-ship” 构成 “friendship”）；二是交流相关短语的语境运用意识薄弱（如误用 “make up” 与 “put up”）；三是语篇中交流方式词汇的连贯运用能力欠缺（如混淆 “text” 与 “message” 的含义）。需通过针对性练习强化词汇在不同交流语境中的灵活运用。
教学 目标 语言能力：能运用词汇后缀（-er, -or, -ment 等）构成新词汇；掌握 “make up”“show ... interest” 等短语及 “text”“face to face” 等词汇；理解并正确使用词汇的构词规则（如动词加后缀变名词）。 学习能力：通过词汇构词、短语填空、语篇补全，提升词汇构词法应用、搭配及语境适配能力；在小组活动中学会分享词汇运用技巧。 思维品质：能根据词汇特征（如构词后缀、短语功能、交流方式）进行归类辨析（如从 “friendship, argument” 中归纳为 “名词后缀构词”），建立词汇与交流主题的关联逻辑。 文化意识：在交流词汇语境中，感受不同交流方式对人际关系的影响，树立重视交流技巧、主动提升沟通能力的意识。
教学 重点 掌握目标词汇的构词规则、含义及常见搭配（如 “friend+ship=friendship”“show interest in”）； 在句子和语篇中正确运用词汇（包括根据语境选择合适后缀构词、根据语义选择交流相关短语）。
教学 难点 区分易混淆后缀（如 “-er” 与 “-or” 在表示 “人” 时的细微差异）； 理解并运用不同交流短语（如 “make up” 表示和好，“show ... around” 表示带领参观）； 把握交流方式词汇在不同语境中的准确使用（如 “text” 与 “message” 的词性及含义差异）。。
教学 方法 Task-based Language Teaching（TBLT）、Interactive Practice、Game-based Learning
教学 工具 PPT（含词汇构词对比图表、短语搭配示例、交流场景图）、vocabulary worksheets（2a-2c 练习材料）、word cards（目标词汇及短语卡片）、交流场景图片展板
教学过程
教学环节 教师活动 学生活动
Step 1 Lead in Show pictures of different communication scenarios（making up with a friend, showing a visitor around, expressing interest）and ask： "What communication actions can you see How do these actions affect relationships " Write key words（friendship, argument, listener）and guide students to expand into phrases（e.g., "a strong friendship"）. Look at pictures, share words related to communication and their forms; try to classify them into word families with partners.
Step 2 Pre-vocabulary Present target words/phrases in 2a-2c（e.g., "friendship" "make up" "face to face"）with pictures and example sentences（e.g., "A good friendship needs honest communication."）. Explain core rules and collocations: e.g., 词汇构词（friend + ship = friendship; communicate + ion = communication）；动词短语（make up with sb./show interest in sth.）。 Understand word meanings, word-formation rules and collocations through visuals and examples. Repeat and practice phrases, checking pronunciation in pairs.|
Step 3 While-vocabulary 1. Exercise 2a（词汇构词）: - Explain that adding suffixes can form new words, guide students to complete the table（e.g., "listen"→listener; "communicate"→communication）. - Highlight key suffixes: "-er/or"（表人）, "-ment/ion"（表行为 / 状态）. 2. Exercise 2b（短语填空）: - Ask students to complete sentences with given phrases in correct forms（e.g., "After the argument, they ______ the next day and became friends again."→made up）. - Check answers and explain phrase meanings（e.g., "make up" 强调和好，"show interest" 强调表现出兴趣）. 3. Exercise 2c（语篇填空）: - Guide students to read the passage about communication ways and choose correct words from the box. - Explain word differences（e.g., "text" 可作动词表示发信息，"message" 为名词表示信息）. - Students complete the passage, then discuss in groups. Classify words by suffixes and explain reasons for difficult items. Fill in sentences with correct phrases, focusing on phrase meanings and usage plete the passage, focusing on word collocations and context logic, then check with group members.
Step 4 Post-vocabulary Organize a "Communication Vocabulary Challenge" game: Show a base word, students race to add a suffix to form a new word; show a phrase, students make sentences with communication context. First to answer correctly wins. Theme sentence-making: Ask students to make sentences with "friendship", "make up", and "face to face", using context from 2c. Participate in the challenge game to reinforce vocabulary, word-formation rules and collocations. Make sentences and share, ensuring correct word usage.|
Step 5 Summary&Practice Lead students to summarize key words, word-formation rules, collocation rules, and word differences（e.g., "listener" vs "speaker"）. Assign a short exercise: Fill in blanks with given words/phrases（e.g., "Good ______ can help people ______ after a fight."→communication; make up）. Review and note key vocabulary rules. Finish the exercise to consolidate learning.
家庭作业 Write 3 pairs of words formed by adding suffixes from 2a and make sentences（e.g., "He is a good listener. His listening helps build good friendships."）. Write a 50-word passage about a communication experience, using at least 3 phrases from 2b-2c（e.g., "I had an argument with my friend, but we made up. We talked face to face and showed interest in each other's ideas."）.
板书设计 Unit 8 Let's Communicate!（Section B 2a-2c） Key Words & Word-formation： Suffixes for people: listen→listener, visit→visitor Suffixes for actions/states: communicate→communication, agree→agreement, friend→friendship Phrases: make up, show interest in, face to face, right away, talk over Key Collocation Rules： 动词短语: make up with friends/show interest in topics 名词与语境: good friendship/effective communication 词汇搭配: send a text/have a face-to-face talk Key Sentences： A good listener can help develop friendship. We should show interest in others' ideas when communicating. They made up after a face-to-face talk.
教学反思

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