第第頁(yè)人教版（2024）八年級(jí)上冊(cè)英語(yǔ)Unit8Let'sCommunicate!教案單元教材分析UnitThemeAnalysis(單元主題分析)Thethemeofthisunitis“Let'sCommunicate！”.Throughaseriesofactivitiesandtasks,itaimstoguidestudentstotalkaboutcommunicationmethods,correctlyuse“if”conditionalsentencestoexpress,describecommunicationsituations,andpredictfuturecommunicationscenarios.Meanwhile,itexploreseffectivecommunicationskillsandmethods.Bysharingdifferentcommunicationstoriesandexperiences,studentscanunderstandthecharacteristicsofvariouscommunicationmethodsandthesignificanceofcommunicationinpeople'slives.OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）KeyPoints1.Masterthevocabularyandsentencepatternsrelatedtocommunicationmethodsandsituations,suchas“talkfacetoface”，“sendtextmessages”，“makeavideocall”，etc.2.Beabletocorrectlyuse“if”conditionalsentencestoexpressconditionsandresults.3.Describepastcommunicationexperiencesinthesimplepasttense.KeyDifficulties1.Use“if”conditionalsentencesaccuratelyinvarioussentencestructures,especiallywhentheconditionsandresultsarerelativelycomplex.2.Organizethoughtsanddescribecommunicationsituationsandexperiencesclearlyandcoherently,andusethelearnedvocabularyandsentencepatternsforeffectivecommunication.3.Vividlyexpressthefeelingsandgainsfromcommunication.單元學(xué)情分析及教學(xué)建議LearningSituationAnalysis(學(xué)情分析)1．Studentsmayhaveabasicunderstandingofcommunication,buttheirEnglishexpressionsfordescribingcommunicationexperiencesmaybelimited.2．Theuseof“if”conditionalsentencesandthesimplepasttensemaybedifficultforstudents,andtheyneedmorepractice.3．Somestudentsmaylacktheabilitytoorganizetheirthoughtswhenwritingcommunication-relatedcompositions.4．Studentsmaystrugglewithnonverbalcommunicationterminology(e.g.“bodylanguage”and“facialexpressions”)andunderstandingitsroleindifferentculturalcontexts.5．Manystudentsmayfinditchallengingtouse“if”clausesincomplexscenarios,suchasexpressinghypotheticalcommunicationstrategies.TeachingSuggestions(教學(xué)建議)1．Usemultimediaresourcessuchaspictures,videos,andmusictomaketeachingmorevividandinteresting,andarousestudents'interest.2．Adopttask-basedandcooperativelearningmethods.Letstudentscompletetasksingroups,suchasgroupdiscussionsaboutcommunicationexperiences,toimprovetheircooperationandcommunicationskills.3．Providewritingtemplatesandexamplesforwritingtaskstohelpstudentsorganizetheirwriting.Andgivestudentsmoreopportunitiestopractisewritingandgetfeedback.4．Payattentiontoindividualdifferencesamongstudents.Offerdifferentlevelsoftasksandguidancetomeettheneedsofdifferentstudents.5．Incorporatecross-culturalcommunicationactivities,suchascomparinggreetingcustomsindifferentcountries,toexpandstudents'understandingofcontextualcommunicationnuances.6．Designgrammar-focusedlisteningexercisesusingtextbookdialogues(e.g.Jason'sconversationwiththeprofessor)toidentifyandpractise“if”clausesinreal-lifecontexts.單元整體目標(biāo)LanguageProficiency（語(yǔ)言能力）Masterthevocabularyandsentencepatternsaboutcommunicationmethods,“if”conditionalsentences,andcommunicationsituations.Understandcommunication-relateddialoguesandtextsthroughlisteningandreading.3.Fluentlytalkaboutcommunicationexperiencesandanswerquestionsrelatedtocommunication.4.Writeshortpassagesorstoriesaboutcommunicationwithcorrectgrammarandvocabulary.CulturalAwareness（文化意識(shí)）Understanddifferentcommunicationculturesandtraditionsaroundtheworld.2.Respectandappreciatethediversityofcommunicationmethods.ThinkingQuality（思維品質(zhì)）Analyzeandcomparedifferentcommunicationexperiencesandexpresspersonalopinionslogically.2.Cultivatecreativitywhenwritingcommunicationstoriesorplanningcommunicationactivities.LearningCapability（學(xué)習(xí)能力）StimulateinterestinlearningEnglishbydiscussingcommunicationtopics.Learntocollectandorganizeinformationaboutcommunication.3.Improvelearningefficiencythroughlistening,speaking,reading,andwritingexercises.單元課時(shí)分配第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】第二課時(shí)SectionA(2a—2e)第三課時(shí)SectionA(GrammarFocus3a—3c)第四課時(shí)SectionB(1a—1e)第五課時(shí)SectionB(2a—3c)第六課時(shí)SectionB(Project&Reflecting)第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】TeachingProcedures(教學(xué)過(guò)程)Activity1Warmingup(感知與注意)T:Imaginewehaveatimemachinethatcantakeustodifferentcommunicationeras.Now,closeyoureyesandthinkaboutthecommunicationmethodspeopleusedinthepast,likesendingletters.Inoneminute,writedownasmanyancientcommunicationmethodsasyoucaninEnglish.Workinpairs.(Studentswritedownwordslikeletter,carrierpigeon,beaconfire,etc.)T:Time'sup!Let'sseewhichteamhasthemostwords.Now,sharewiththeclassthemostinterestingancientcommunicationmethodyouwrotedown.設(shè)計(jì)意圖：通過(guò)創(chuàng)意的“時(shí)間機(jī)器”設(shè)想，激活學(xué)生對(duì)交流方式演變的思考，調(diào)動(dòng)學(xué)生對(duì)交流話題的興趣，為新課做好鋪墊。Activity2Presentation(獲取與梳理)T:Now,let'shavea“CommunicationShow”.Eachgroupwillgetapicturecardofamoderncommunicationactivity.Yourgroupneedstodiscussandthenpresenttotheclasswhattheactivityis,howitworks,andwhenyoumightuseit.Startwith1aandticktheactivitiesyouoftendo.(Studentsworkingroups,discuss,andpresent.)設(shè)計(jì)意圖：以“展示會(huì)”的形式讓學(xué)生主動(dòng)探索和介紹交流活動(dòng)，提高學(xué)生的參與度和表達(dá)能力，同時(shí)鞏固相關(guān)詞匯。Activity3Listening(獲取與梳理)T:Youareallcommunicationdetectivesnow.Beforelisteningto1b,I'llgiveyousomeclues.Thesepeopleareplanningacommunicationevent.Now,guess:Wherearetheygoing?Whatdotheyplantodo?(Studentsguessinpairs.)T:Nowlistencarefullytotheconversation.Afterthat,checkifyourpredictionsarecorrect.Andthencompletethetableabouthowthespeakerscommunicateandtheirrelationship.設(shè)計(jì)意圖：將聽(tīng)力活動(dòng)設(shè)計(jì)成“偵探解謎”游戲，激發(fā)學(xué)生的好奇心并吸引其注意力，培養(yǎng)推理能力和聽(tīng)力理解能力。Activity4Listening(獲取與梳理)T:Now，listentotheconversationin1c.Answerthequestionsinthetable.Becareful,youonlyhaveonechance!設(shè)計(jì)意圖：進(jìn)一步提升學(xué)生的聽(tīng)力理解能力，強(qiáng)化學(xué)生對(duì)細(xì)節(jié)信息的捕捉和判斷能力。Activity5Pairwork(想象與創(chuàng)造)T:ImagineyouarephoningafriendfromtheUK,justlikein1d.YouwanttoinvitethefriendtovisitChina.First,lookattheexamplesentences:“Ifyoucometomycity,I'llshowyouaround.”“IfIgothere,I'lltryallthedeliciouslocalfood.”Now,workinpairsandmakeupyourownconversation.(Studentsworkinpairstocreatetheirconversations.)T:Okay,stophere.Let'sinvitesomepairstopresenttheirconversations.Therestofyou,listencarefullyandbereadytogivesomefeedback.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的口語(yǔ)表達(dá)能力，使他們能夠在實(shí)際交流情境中運(yùn)用所學(xué)的詞匯和表達(dá)方式，進(jìn)而提升他們的溝通技能與自信心。Activity6Pronunciation(歸納與應(yīng)用)T:Let'splaya“PhoneticRhymeCompetition”.ListentotheconsonantinPronunciation1.Repeataftertherecording.Then,eachgrouphas2minutestocomeupwithasmanyrhymingwordsaspossibleforeachconsonantgroup.Thegroupwiththemostcorrectrhymingwordswins.T:Group1,start!(Eachgrouptakesturnstosharetheirwords.)設(shè)計(jì)意圖：以競(jìng)賽形式增加發(fā)音練習(xí)的趣味性，讓學(xué)生在尋找押韻詞的過(guò)程中更好地掌握輔音發(fā)音規(guī)律。Activity7Listenandrepeat(歸納與應(yīng)用)T:Wearegoingtomakeacommunicationchant.ListentothesentencesinPronunciation2.Noticethelinking,stress,intonation,andpauses.I'llleadyoutorepeattheminarhythmicway,likeachant.Then,practiseingroupsandtrytocomeupwithyourownshortchantusingthesesentencepatterns.設(shè)計(jì)意圖：將發(fā)音練習(xí)與“chant”創(chuàng)作相結(jié)合，幫助學(xué)生感受語(yǔ)言的韻律美，提高口語(yǔ)表達(dá)的流暢性和節(jié)奏感。Activity8Homework(課后作業(yè))Createa“CommunicationTimeCapsule”.Drawapictureofyourfavouritecommunicationmethodandwriteashortparagraphaboutwhyyoulikeit.BlackboardDesign(板書設(shè)計(jì))第一課時(shí)SectionA【(1a—1d)&Pronunciation1—2】Ancientcommunicationmethods:letter,carrierpigeon,beaconfire…Moderncommunicationactivities：talkfacetofacesendtextmessagesmakeavideocall…Pronunciationsuffixes：/-pl/:apple,people/-kl/:uncle,article/-tl/:little,hospital…TeachingReflection(教學(xué)反思)Inthislesson,studentsweremoreengagedastheyrelatedtothefamiliarcommunicationmethods.However,somestudentsstillhaddifficultyincomingupwithstrongreasonsforpersuasion.Insubsequentteaching,moreexamplesanddiscussionsontheprosandconsofdifferentcommunicationmethodscanbeprovided.Thepronunciationcompetitionandchantactivityeffectivelyenhancedstudents'pronunciationskills,butsomestudentswerestillnotconfidentincreatingtheirownchants,somoreinspirationandguidancecanbegiven.第二課時(shí)SectionA(2a—2e)TeachingProcedures(教學(xué)過(guò)程)Activity1Warmingup(感知與注意)T:Class,thinkaboutatimewhenyouhadanargumentwithafriend.Inoneminute,writedownashortdescriptionoftheargumentinEnglish.Then,shareitwithyourpartner.Afterthat,afewvolunteerswillsharetheirstorieswiththewholeclass.(Studentswriteandshare.Theteacherlistensandcommentsonthestories.)T:Justlikeinthestoriesyoushared,Jasoninourtextalsohadaproblemwithhisfriends.Hewenttoaprofessortoaskforadviceonthebestwaytocommunicateafteranargument.設(shè)計(jì)意圖：通過(guò)分享個(gè)人發(fā)生爭(zhēng)執(zhí)的經(jīng)歷，學(xué)生能夠與文本主題產(chǎn)生關(guān)聯(lián)，并更積極地投入到即將進(jìn)行的聽(tīng)力活動(dòng)中。Activity2Listening(獲取與梳理)T:Beforelisteningto2a,lookatthefouroptionsA－D.Predictwhichoptiontheprofessormightsuggest.(Studentsmakepredictions.)T:Now,listencarefullytotheconversationandfillintheblanks.Checkifyourpredictioniscorrect.(Studentslistenandfillintheblanks.Theteachercheckstheanswers.)設(shè)計(jì)意圖：聽(tīng)前預(yù)測(cè)幫助學(xué)生聚焦對(duì)話的關(guān)鍵要點(diǎn)。Activity3Reading(概括與整合)T:Now,in2b,readtheconversationcarefullyagain.Then,answerthequestionsbelow.Youcanunderlinetherelevantsentencesintheconversationwhilereadingtosupportyouranswers.(Studentsreadandanswerthequestionsindividually.)設(shè)計(jì)意圖：提高學(xué)生的閱讀理解能力，培養(yǎng)學(xué)生從文本中提取和分析信息的能力，加深對(duì)交流話題的理解。Activity4Groupwork(想象與創(chuàng)造)T:In2c,weneedtothinkabouthowwecommunicatewithdifferentpeopleinourlife.Lookatthechartwithfourparts:Family,Friends,Teachers,andClassmates.First,thinkaboutyourowncommunicationwaysineachcategory.(Dividestudentsintogroupsof4－5.Havegroupmembersdiscussandsharetheircommunicationexperiencesandmethods.)T:Basedonyourdiscussion,completethechart.Youcanaddmoredetailsandexamplesifyouwant.(Studentscompletethechart.)T:Let'sinvitesomegroupstoshareyourcompletedcharts.Therestofyou,listencarefullyandseeifyoucangetsomenewideas.設(shè)計(jì)意圖：引導(dǎo)學(xué)生對(duì)不同人際關(guān)系中的交流方式進(jìn)行思考和總結(jié)，培養(yǎng)學(xué)生的歸納概括能力和交流分享意識(shí)。Activity5Languagepractice(內(nèi)化與運(yùn)用)T:Now,role-playtheconversationin2awithyourpartner.Payattentiontotheintonationandtheuseof“if”clauses.Aftertherole-play,discusswithyourpartner:IfyouwereJason,wouldyoufollowtheprofessor'sadvice?Whyorwhynot?(Studentsrole-playanddiscuss.)T:Usethephrasesfrom2atodescribeyourcommunicationpreferencewhenhavinganargument.Shareyouropinionwiththeclass.設(shè)計(jì)意圖：角色扮演有助于學(xué)生將文本中的語(yǔ)言和表達(dá)方式內(nèi)化。討論和觀點(diǎn)分享活動(dòng)能提升學(xué)生的批判性思維和口語(yǔ)交際能力。Activity6Makingupaconversation(實(shí)踐與應(yīng)用)T:In2e,wehavesomesituationsandusefulexpressions.Chooseonesituationwithyourpartnerandmakeupaconversation.Forexample,ifyouchoosethesituationthatSusaninvitesyoutoherbirthdayparty,youcanstartlikethis:“Susan:Hi!I'mhavingabirthdaypartythisweekend.Wouldyouliketocome？”Thenyourpartnercanrespond.Youcanusetheexpressionsintheboxtomakeyourconversationmorecolourful.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的創(chuàng)新思維和實(shí)際語(yǔ)言運(yùn)用能力，讓學(xué)生在不同的交流情境中靈活運(yùn)用所學(xué)語(yǔ)言知識(shí)，提高學(xué)生的綜合語(yǔ)言素養(yǎng)。Activity7Homework(課后作業(yè))Imagineyouhaveanargumentwithafriendagain.Writeashortcommunicationplanonhowyouwillsolvetheproblem.Useatleasttwo“if”clausesinyourplan.Bringittoclassnexttimetoshare.BlackboardDesign(板書設(shè)計(jì))第二課時(shí)SectionA(2a—2e)Keywords:takeabreak,face-to-facetalk,callyourfriend,makeupKeysentencepatterns：What'sthebestwaytocommunicateinthissituation？Ifyouwanttosolvetheproblem，…Howdoyoucommunicatewith…？TeachingReflection(教學(xué)反思)Inthisclass,avarietyofteachingactivitieswereemployed,includinglistening,reading,groupdiscussions,role-playing,anddialogue-creating,toguidestudentsinlearningaboutcommunicationmethodsandwaystoresolvecommunicationproblems.However,somestudentsstillfacedissuessuchasunsmoothlanguageexpressionandunclearlogic.Infutureteaching,forstudentswithweakeroralexpressionskills,one-on-onetutoringandtargetedtrainingneedtobestrengthened.第三課時(shí)SectionA(GrammarFocus3a—3c)TeachingProcedures(教學(xué)過(guò)程)Activity1Warmingup(感知與注意)T:Ihavea“CommunicationPuzzle”foryou.I'llshowsomesentencesrelatedtocommunicationontheboard,buttheyareallmixedup,likepiecesofapuzzle.Somepartsare“if”clauses,andsomearemainclauses.Yourtaskistoworkingroupsandputthemtogethertoformcorrectsentencesin3minutes.(Studentsworkingroupsandarrangethesentenceparts.)T:Time'sup!Let'scheckwhichgrouphasthecorrectsentencesfirst.Now,readthesentencesaloudandseeiftheymakesense.設(shè)計(jì)意圖：以“拼圖游戲”的形式復(fù)習(xí)與“if”條件句相關(guān)的句子結(jié)構(gòu)，激發(fā)學(xué)生對(duì)語(yǔ)法學(xué)習(xí)的興趣，為新課做鋪墊。Activity2Presentation(獲取與梳理)T:Now,weare“IfClauseExplorers”.Workon3a.Readthegrammarfocuspartcarefully.Inyourgroups,findallthe“if”clausesandunderlinethem.Then,discuss:Whataretheconditionsandwhataretheresultsinthesesentences?Makealistonyourpaper.(Studentsread,find,discuss,andmakelists.)T:Let'sshareourfindings.Eachgroupsendsarepresentativetothefrontandexplainsone“if”clausesentencefromthegrammarfocus.設(shè)計(jì)意圖：通過(guò)“探索者”活動(dòng)，讓學(xué)生自主發(fā)現(xiàn)和分析“if”條件句的結(jié)構(gòu)和意義，培養(yǎng)學(xué)生的觀察和分析能力。Activity3Practice(概括與整合)T:Now,workon3b.Matchthetwopartstomakesentences.Afterthat,explainwhyyoumadesuchmatches.(Studentsmatchthesentences.)設(shè)計(jì)意圖：通過(guò)配對(duì)活動(dòng)，幫助學(xué)生理解if從句在不同句子組合中的運(yùn)用，提升他們分析和組織句子結(jié)構(gòu)的能力。Activity4Practice(概括與整合)T:In3c,weneedtofillintheblankswiththecorrectformsoftheverbsinbrackets.Beforefilling,lookatthewholesentencecarefullyandthinkaboutthetenseandthelogicalrelationship.(Giveasimpleexplanationaboutverbformsinif-clauses.)T:Now,startfillingintheblanks.Workonyourownfirst.Then,discusswithyourpartneraboutthesituationsdescribedinthesentencesandwhotheinformationisfor.(Studentsfillintheblanksandthenhaveadiscussion.)T:Let'schecktheanswers.Shareyourthoughtsonthesituationsandthepeopleinvolved.設(shè)計(jì)意圖：鞏固學(xué)生的詞匯知識(shí)，培養(yǎng)他們?cè)谖谋窘M織方面的邏輯思維能力，并幫助他們理解詞匯在文章中是如何相互配合的。Activity5Homework(課后作業(yè))Writeashortnewsreportusing“if”clauses.Forexample,“Ifthenewcommunicationtechnologyiswidelyused,whatwillthesocietybelike？”Readitaloudandrecordyourself.BlackboardDesign(板書設(shè)計(jì))第三課時(shí)SectionA(GrammarFocus3a—3c)“If”clausestructures：If＋presentsimple,will＋verbExample：Ifyoustaycamandsaysorry,itwillhelp.TeachingReflection(教學(xué)反思)Throughthislesson,studentshaveabetterunderstandingof“if”conditionalsentences.However,somestudentsstillhavedifficultiesinusing“if”clausesaccuratelyincomplexsituations.Infutureteaching,morereal-lifeexamplesandpracticeexercisesshouldbeprovided.第四課時(shí)SectionB(1a—1e)TeachingProcedures(教學(xué)過(guò)程)Activity1Warmingup(感知與注意)T:Class,thinkaboutasituation.Whenyoumeetsomeoneforthefirsttime,whattopicsdoyouusuallytalkabout?Raiseyourhandsandshareyourideas.設(shè)計(jì)意圖：激活學(xué)生關(guān)于“溝通”主題的已有知識(shí)與興趣，順利引入新課。Activity2Reading(獲取與梳理)T:First,readthetextquicklytogetageneralidea.Whilereading,thinkaboutwhotheauthorwrotethistextfor.(Studentsreadthetextquicklyandanswer.)T:Now,readthetextcarefullyagain.Trytofindthemaintipsformakingbetterconversations.Weneedtocompletethetablewiththeinformationfromthetext.設(shè)計(jì)意圖：訓(xùn)練學(xué)生閱讀技能，幫助其理解文本整體內(nèi)容并識(shí)別主旨大意；引導(dǎo)學(xué)生從文本中提取具體信息，提升信息整理能力，深化對(duì)文本內(nèi)容的理解。Activity3Languagepractice(概括與整合)T:Lookat1d.Wehavesomesentenceswithbold-facedpronouns.Yourtaskistofindoutwhatthesepronounsreferto.First,readeachsentencecarefullyandthinkaboutthecontext.(Studentsreadthesentencesandanalyzethereferentsofthepronouns.)T:Now,let'sdiscuss.Forthefirstsentence“…ifsomeonetellsyoutheirhobbyandyoucanaskquestionsaboutit,…”，whatdoes“it”referto?(Invitestudentstoanswerandexplaintheirthinking.Dothesamefortheothersentences.)T:Goodjob!Understandingthereferentsofpronounshelpsusbetterunderstandthetext.Remembertopayattentiontothecontextwhenanalyzingthem.設(shè)計(jì)意圖：幫助學(xué)生理解代詞在文本中的作用，提高他們分析和歸納語(yǔ)言的能力，進(jìn)而提升整體閱讀理解水平。Activity4Groupdiscussion(想象與創(chuàng)造)T:In1e,wehavethreediscussionquestions.Divideintogroupsoffour.Eachgroupdiscussesthesequestions.Trytoshareyourownopinionsandlistentoothers'views.(Studentsdiscussingroups.)T:Okay,time'sup.Let'sinvitesomegroupstoshareyourdiscussionresults.Therestofyou,listencarefullyandyoucanaskquestionsormakecomments.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的批判性思維和口語(yǔ)交際能力，鼓勵(lì)他們表達(dá)自己的觀點(diǎn)，并從他人的角度學(xué)習(xí)。Activity5Homework(課后作業(yè))Writeashortpassageaboutyourexperienceofagoodconversation.Youcanincludethetipsyouusedortheproblemsyoumet.BlackboardDesign(板書設(shè)計(jì))第四課時(shí)SectionB(1a—1e)Debate:Howcanwecommunicatebetter？Keytipsforbetterconversations：Listencarefully.Choosetherighttopic.Behonest.Payattentiontobodylanguage.TeachingReflection(教學(xué)反思)Throughthislessononimprovingcommunicationskills,studentshavegainedabetterunderstandingofthetipsformakingbetterconversations.Theyhavepractisedreadingcomprehension,information-extraction,andcriticalthinkingduringvariousactivities.However,thereareareasthatneedimprovement.Somestudentsstillstruggledwithapplyingthecommunicationtipstoreal-lifescenarios,indicatingthatmorepracticalexamplesandrole-playingactivitiescouldbeincorporatedinfutureteaching.第五課時(shí)SectionB(2a—3c)TeachingProcedures(教學(xué)過(guò)程)Part1VocabularyinUseActivity1Warmingupandrevision(感知與注意)T:Let'splay“CommunicationWordBingo”.I'llcalloutsomewordsrelatedtocommunicationthatwe'velearnedorwilllearn.Onyourbingocard,markthewordsifyouhavethem.Thefirstonetogeta“bingo”(arow,column,ordiagonalofmarkedwords)wins.(Studentsplaythebingogame.)T:Congratulationstothewinner!Now,let'sreviewthesewordsandtheirmeaningsmoreclosely.I'llshowsomepicturesrelatedtocommunication,andyoutellmethecorrespondingwords.設(shè)計(jì)意圖：通過(guò)“賓果游戲”復(fù)習(xí)已學(xué)的交流相關(guān)詞匯，增加詞匯復(fù)習(xí)的趣味性，激發(fā)學(xué)生的學(xué)習(xí)積極性。Activity2Vocabularypractice(概括與整合)T:Class，we'regoingtolearnausefulwaytoexpandourvocabulary—addingsuffixestowords.Lookatthewordsinbracketsin2aandthelistofsuffixes:-er,-or,-th,-ment,-ship.First,thinkaboutwhatnewwordscanbeformed.(Studentsworkindependentlyonformingnewwords.Theteachercheckstheanswers.)T:Now,workonthevocabularyexercisesin2b.First,readthesentencesandthephrasescarefully.Thinkaboutwhichphrasefitseachsentencebest.設(shè)計(jì)意圖：幫助學(xué)生理解添加后綴構(gòu)成新詞的規(guī)則，擴(kuò)充他們的詞匯量，并學(xué)會(huì)在語(yǔ)境中運(yùn)用這些新詞和短語(yǔ)。Activity3Vocabularypractice(概括與整合)T:Now,in2c,we'llcompletethesentencesandthenputtheminthecorrectordertoformashortpassage.Readthesentencescarefullyandfillintheblanks.(Studentscompletethesentences.)T:Afteryou'vefilledintheblanks,workwithyourpartnertoputthesentencesintherightorder.Discussandfigureoutthelogicalsequence.(Studentsworkinpairstoorderthesentences.)T:Let'sseethecorrectorder.Whowantstosharehowyoudeterminedthesequence?(Invitestudentstoexplaintheirreasoningfortheorder.)設(shè)計(jì)意圖：鞏固學(xué)生的詞匯知識(shí)，培養(yǎng)其文本組織中的邏輯思維能力，并幫助他們理解詞匯在篇章中的協(xié)同運(yùn)用。Part2ReadingforWritingActivity1Warmingup(感知與注意)T:Let'sthinkaboutsomeeventswe'veattendedormightwanttoattend.Raiseyourhandandshareaneventyouremember,likeaschoolconcert,asportsmeet,oralecture.(Studentssharetheirexperiences.)T:Great!Now,imagineyouaretheorganizerofanimportantevent.Howwouldyouinvitepeopletocome?Whatinformationwouldyouincludeinyourinvitation?Discussthisbrieflywithyourpartner.設(shè)計(jì)意圖：激活學(xué)生與活動(dòng)和邀請(qǐng)相關(guān)的已有知識(shí)和經(jīng)驗(yàn)，激發(fā)他們對(duì)該主題的興趣，并順利引入接下來(lái)關(guān)于邀請(qǐng)信的學(xué)習(xí)內(nèi)容。Activity2Reading(獲取與梳理)T:In3a,wehaveaninvitationletter.First,readitcarefully.Yourtaskistounderlinethedate,time,place,andtopicofthespeechintheletter.(Studentsreadtheinvitationletterandmarkthekeyelements.)T:Okay,let'scheck.Forthedate,whichpartdidyouunderline?(Studentssharethepartstheyunderlined.)T:Understandingthesekeyelementsisveryimportantwhenreadinganinvitationletter.Ithelpsusknowthebasicinformationoftheevent.設(shè)計(jì)意圖：提高學(xué)生的閱讀理解能力，教他們?nèi)绾螐难?qǐng)信中提取重要信息，并使他們熟悉此類信件的結(jié)構(gòu)和內(nèi)容。Activity3Practice(概括與整合)T:Now,lookat3b.Weneedtodecidewhethereachsentenceistheopening(O)ortheclosing(C)foraninvitationletter.Readeachsentencecarefullyandthinkaboutitsfunctionintheletter.設(shè)計(jì)意圖：提高學(xué)生的閱讀理解能力，使他們熟悉此類信件的結(jié)構(gòu)和內(nèi)容。Activity4Writing(想象與創(chuàng)造)T:It'stimeforyoutowriteaninvitationletter.Youneedtoinviteallstudentsandtheirparentstoattendthespeech.Remembertoincludetheopeningandtheclosingsentences,thedate,timeandtopicofthespeech,andexplainwhytheyshouldattendthespeech(withif-clauses).First,takeafewminutestoplanyourletter.Youcanjotdownsomekeypoints.(Studentsplantheirletters.)T:Now,startwriting.Trytousethevocabularyandsentencepatternswe'velearned.Writeneatlyandmakesureyourletterisclearandlogical.(Studentswritetheirinvitationletters.)T:Onceyou'vefinished,exchangeyourletterwithyourpartner.Readeachother'sletterandgivesomefeedback,likewhetheralltherequiredpointsareincludedandifthereareanygrammarorspellingmistakes.(Studentsexchangeandreviewletters.)T:Let'sinvitesomestudentstosharetheirletters.Therestofyou,listencarefullyandseeifyoucanlearnfromtheirgoodexpressionsandideas.設(shè)計(jì)意圖：培養(yǎng)學(xué)生的寫作能力，使他們能夠在實(shí)踐中運(yùn)用邀請(qǐng)信結(jié)構(gòu)和詞匯方面的知識(shí)，并通過(guò)同伴互評(píng)和教師反饋提升其書面有效溝通的能力。Activity5Homework(課后作業(yè))Writeanotherinvitationletterforadifferentevent.BlackboardDesign(板書設(shè)計(jì))第五課時(shí)SectionB(2a—3c)Keyelementsofaninvitationletter：Date：Time：Place：Topic：Writingtips：Includeopeningandclosingsentences.Statethedate,time,andtopicofthespeech.Useif-clausestoexplainreasonsforattendance.TeachingReflection(教學(xué)反思)Inthisclass,studentsactivelyparticipatedinvariousvocabularyandwritingactivities.Somestudentsstillhaddifficultyinchoosingthecorrectsuffixesforword-formation,indicatingthatmorepracticeanddetailedexplanationofsuffix-relatedrulesareneeded.Regardingthereadingandwritingofinvitationletters,studentswereabletoidentifykeyelementsinthesampleletter,butwhenwritingtheirownletters,somehadproblemswithorganizingideasandensuringlanguageaccuracy.第六課時(shí)SectionB(Project&Reflecting)TeachingProcedures(教學(xué)過(guò)程)Activity1Warmingup(感知與注意)T:Class,todaywe'regoingtohaveaninterestingproject—tellingachainstory.Thisprojectwillnotonlyhelpuspractiseusing“if-clauses”butalsoenhanceourcreativityandcommunicationskills.First,let'slookat4a.(Show4aonthescreenorinthetextbook.)T:Eachofyouwillworkingroups.Youneedtowriteasentencebeginningwith“If…”onyourownpieceofpaper.Forexample,“Ifitdoesn'traintomorrow,we'llgoforapicnic.”Thisisagreatchancetoshowyourimaginationandyourunderstandingof“if-cla