人教版（2024）八年級上冊英語Unit8Let'sCommunicate!教案

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitis"Let'sCommunicate!”.Throughaseriesofactivities

andtasks,itaimstoguidestudentstotalkaboutcommunicationmethods,correctly

use“ifconditionalsentencestoexpress,describecommunicationsituations,and

predictfuturecommunicationscenarios.Meanwhile,itexploreseffective

communicationskillsandmethods.Bysharingdifferentcommunicationstoriesand

experiences,studentscanunderstandthecharacteristicsofvariouscommunication

methodsandthesignificanceofcommunicationinpeople'slives.

OverviewofUnitEmphasisandDifficulties（單元重難點一覽）

1.Masterthevocabularyandsentencepatternsrelatedto

communicationmethodsandsituations,suchas“talk

facetofhce","sendtextmessages","makeavideo

call”,etc.

KeyPoints

2.Beabletocorrectlyuse"if'conditionalsentencesto

expressconditionsandresults.

3.Describepastcommunicationexperiencesinthesimple

pasttense.

Keyl.Useconditionalsentencesaccuratelyinvarious

Difflcultiessentencestructures,especiallywhentheconditionsand

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resultsarerelativelycomplex.

2.0rganizethoughtsanddescribecommunication

situationsandexperiencesclearlyandcoherently,and

usethelearnedvocabularyandsentencepatternsfor

effectivecommunication.

3.Vividlyexpressthefeelingsandgainsfrom

communication.

單元學情分析及教學建議

LearningSituationAnalysis(學情分析)

1.Studentsmayhaveabasicunderstandingofcommunication,buttheirEnglish

expressionsfordescribingcommunicationexperiencesmaybelimited.

2.Theuseofconditionalsentencesandthesimplepasttensemaybedifficult

forstudents,andtheyneedmorepractice.

3.Somestudentsmaylacktheabilitytoorganizetheirthoughtswhenwriting

communication-relatedcompositions.

4.Studentsmaystrugglewithnonverbalcommunicationterminology(e.g.“body

language,,and"facialexpressions")andunderstandingitsroleindifferentcultural

contexts.

5.Manystudentsmayfinditchallengingtouse"if"clausesincomplex

scenarios,suchasexpressinghypotheticalcommunicationstrategies.

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TeachingSuggestions(教學建議)

1.Usemultimediaresourcessuchaspictures,videos,andmusictomaketeaching

morevividandinteresting,andarousestudents1interest.

2.Adopttask-basedandcooperativelearningmethods.Letstudentscomplete

tasksingroups,suchasgroupdiscussionsaboutcommunicationexperiences,to

improvetheircooperationandcommunicationskills.

3.Providewritingtemplatesandexamplesforwritingtaskstohelpstudents

organizetheirwriting.Andgivestudentsmoreopportunitiestopractisewritingand

getfeedback.

4.Payattentiontoindividualdifferencesamongstudents.Offerdifferentlevelsof

tasksandguidancetomeettheneedsofdifferentstudents.

5.Incorporatecross-culturalcommunicationactivities,suchascomparing

greetingcustomsindifferentcountries,toexpandstudents'understandingof

contextualcommunicationnuances.

6.Designgrammar-focusedlisteningexercisesusingtextbookdialogues(e.g.

Jason'sconversationwiththeprofessor)toidentifyandpractise“if”clausesin

real-lifecontexts.

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單元課時分配

第一課時SectionA[(la—ld)&Pronunciation1—2]

第二課時SectionA(2a—2e)

第三課時SectionA(GrammarFocus3a—3c)

第四課時SectionB(la—le)

第五課時SectionB(2a—3c)

第六課時SectionB(Project&Reflecting)

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第一課時SectionA[（la—ld）&Pronunciation1—2]

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Imaginewehaveatimemachinethatcantakeustodifferentcommunication

eras.Now,closeyoureyesandthinkaboutthecommunicationmethodspeopleusedin

thepast,likesendingletters.Inoneminute,writedownasmanyancient

communicationmethodsasyoucaninEnglish.Workinpairs.

（Studentswritedownwordslikelettei;carrierpigeon,beaconfire,etc.）

T:Time'sup!Let'sseewhichteamhasthemostwords.Now,sharewiththeclass

themostinterestingancientcommunicationmethodyouwrotedown.

設計意圖：通過創(chuàng)意的“時間機器”設想，激活學生對交流方式演變的思考,

調(diào)動學生對交流話題的興趣，為新課做好鋪墊。

Activity2Presentation（獲取與梳理）

T:Now,lefshavea"CommunicationShow".Eachgroupwillgetapicturecard

ofamoderncommunicationactivity.Yourgroupneedstodiscussandthenpresentto

theclasswhattheactivityis,howitworks,andwhenyoumightuseit.Startwithla

andticktheactivitiesyouoftendo.

（Studentsworkin^roups,discuss,cmdpresent.）

設計意圖：以“展示會”的形式讓學生主動探索和介紹交流活動，提高學生

的參與度和表達能力，同時鞏固相關(guān)詞匯。

Activity3Listening（獲取與梳理）

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T:Youareallcommunicationdetectivesnow.Beforelisteningtolb,Filgiveyou

someclues.Thesepeopleareplanningacommunicationevent.Now,guess:Whereare

theygoing?Whatdotheyplantodo?

(Students^uessinpairs.)

T:Nowlistencarefullytotheconversation.Afterthat,checkifyourpredictions

arecorrect.Andthencompletethetableabouthowthespeakerscommunicateand

theirrelationship.

設計意圖：將聽力活動設計成“偵探解謎”游戲，激發(fā)學生的好奇心并吸引

其注意力，培養(yǎng)推理能力和聽力理解能力。

Activity4Listening(獲取與梳理)

T:Now,listentotheconversationin1c.Answerthequestionsinthetable.Be

careful,youonlyhaveonechance!

設計意圖：進一步提升學生的聽力理解能力，強化學生對細節(jié)信息的捕捉和

判斷能力。

Activity5Pairwork(想象與創(chuàng)造)

T:ImagineyouarephoningafriendfromtheUK,justlikeinId.Youwantto

invitethefriendtovisitChina.First,lookattheexamplesentences:"Ifyoucometo

mycity,Ellshowyouaround.""IfIgothere,I'lltryallthedeliciouslocalfbod."Now,

workinpairsandmakeupyourownconversation.

(Studentsworkinpairstocreatetheirconversations.)

T:Okay,stophere.Let'sinvitesomepairstopresenttheirconversations.Therest

ofyou,listencarefullyandbereadytogivesomefeedback.

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設計意圖：培養(yǎng)學生的口語表達能力，使他們能夠在實際交流情境中運用所

學的詞匯和表達方式，進而提升他們的溝通技能與自信心。

Activity6Pronunciation（歸納與應用）

T:Let'splaya“PhoneticRhymeCompetition,,.Listentotheconsonantin

Pronunciation1.Repeataftertherecording.Then,eachgrouphas2minutestocome

upwithasmanyrhymingwordsaspossibleforeachconsonantgroup.Thegroupwith

themostcorrectrhymingwordswins.

T:Group1,start!

（Eachgrouptakesturnstosharetheinvords^

設計意圖：以競賽形式增加發(fā)音練習的趣味性，讓學生在尋找押韻詞的過程

中更好地掌握輔音發(fā)音規(guī)律。

Activity7Listenandrepeat（歸納與應用）

T:Wearegoingtomakeacommunicationchant.Listentothesentencesin

Pronunciation2.Noticethelinking,stress,intonation,andpauses.I'llleadyouto

repeattheminarhythmicway,likeachant.Then,practiseingroupsandtrytocome

upwithyourownshortchantusingthesesentencepatterns.

設計意圖：將發(fā)音練習與“chant”創(chuàng)作相結(jié)合，幫助學生感受語言的韻律美，

提高口語表達的流暢性和節(jié)奏感。

Activity8Homework（課后作業(yè)）

Createa“CommunicationTimeCapsule”.Drawapictureofyourfavourite

communicationmethodandwriteashortparagraphaboutwhyyoulikeit.

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BlackboardDesign（板書設計）

第一課時SectionA[（la—ld）&Pronunciation1—2]

Ancientcommunicationmethods:letter,carrierpigeon,

beaconfire---

Moderncommunicationactivities：

talkfacetofacesendtextmessagesmakea

videocall***

Pronunciationsuffixes：

/-pl/:apple,people/-kl/:uncle,article/-tl/:little,

hospital

???

TeachingReflection（教學反思）

Tnthislesson,studentsweremoreengagedastheyrelatedtothefamiliar

communicationmethods.However,somestudentsstillhaddifficultyincomingup

withstrongreasonsforpersuasion.Insubsequentteaching,moreexamplesand

discussionsontheprosandconsofdifferentcommunicationmethodscanbeprovided.

Thepronunciationcompetitionandchantactivityeffectivelyenhancedstudents*

pronunciationskills,butsomestudentswerestillnotconfidentincreatingtheirown

chants,somoreinspirationandguidancecanbegiven.

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第二課時SectionA（2a—2e）

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Class,thinkaboutatimewhenyouhadanargumentwithafriend.Inone

minute,writedownashortdescriptionoftheargumentinEnglish.Then,shareitwith

yourpartner.Afterthat,afewvolunteerswillsharetheirstorieswiththewholeclass.

（Studentswritecindshare.Theteacherlistensandcommentsonthestories.）

T:Justlikeinthestoriesyoushared,Jasoninourtextalsohadaproblemwithhis

friends.Hewenttoaprofessortoaskforadviceonthebestwaytocommunicateafter

anargument.

設計意圖：通過分享個人發(fā)生爭執(zhí)的經(jīng)歷，學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行的聽力活動中。

Activity2Listening（獲取與梳理）

T:Beforelisteningto2a,lookatthefouroptionsA-D.Predictwhichoptionthe

professormightsuggest.

（Studentsmakepredictions.）

T:Now,listencarefullytotheconversationandfillintheblanks.Checkifyour

predictioniscorrect.

{Studentslistenandfillintheblanks.Theteachercheckstheanswers.）

設計意圖：聽前預測幫助學生聚焦對話的關(guān)鍵要點。

Activity3Reading（概括與整合）

T:Now,in2b,readtheconversationcarefullyagain.Then,answerthequestions

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below.Youcanunderlinetherelevantsentencesintheconversationwhilereadingto

supportyouranswers.

{Studentsreadandanswerthequestionsmdividually^

設計意圖：提高學生的閱讀理解能力，培養(yǎng)學生從文本中提取和分析信息的

能力，加深對交流話題的理解。

Activity4Groupwork（想象與創(chuàng)造）

T:In2c,weneedtothinkabouthowwecommunicatewithdifferentpeoplein

ourlife.Lookatthechartwithfourparts:Family,Friends,Teachers,andClassmates.

First,thinkaboutyourowncommunicationwaysineachcategory.

（Dividestuclentsintogroupsof4-5.

Havegroupmemhersdiscussandshciretheircommunicationexperiencesandmethods^

T:Basedonyourdiscussion,completethechart.Youcanaddmoredetailsand

examplesifyouwant.

（Studentscompletethechart.）

T:Let'sinvitesomegroupstoshareyourcompletedcharts.Therestofyou,listen

carefullyandseeifyoucangetsomenewideas.

設計意圖：引導學生對不同人際關(guān)系中的交流方式進行思考和總結(jié)，培養(yǎng)學

生的歸納概括能力和交流分享意識。

Activity5Languagepractice（內(nèi)化與運用）

T:Now,role-playtheconversationin2awithyourpartner.Payattentiontothe

intonationandtheuseof"iF'clauses.Aftertherole-play,discusswithyourpartner:If

youwereJason,wouldyoufollowtheprofessor'sadvice?Whyorwhynot?

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{Studentsrole-playanddiscuss.）

T:Usethephrasesfrom2atodescribeyourcommunicationpreferencewhen

havinganargument.Shareyouropinionwiththeclass.

設計意圖：角色扮演有助于學生將文本中的語言和表達方式內(nèi)化。討論和觀

點分享活動能提升學生的批判性思維和口語交際能力。

Activity6Makingupaconversation（實踐與應用）

T:In2e,wehavesomesituationsandusefulexpressions.Chooseonesituation

withyourpartnerandmakeupaconversation.Forexample,ifyouchoosethe

situationthatSusaninvitesyoutoherbirthdayparty,youcanstartlikethis:"Susan:

Hi!I'mhavingabirthdaypartythisweekend.Wouldyouliketocome?”Thenyour

partnercanrespond.Youcanusetheexpressionsintheboxtomakeyourconversation

morecolourful.

設計意圖：培養(yǎng)學生的創(chuàng)新思維和實際語言運用能力，讓學生在不同的交流

情境中靈活運用所學語言知識，提高學生的綜合語言素養(yǎng)。

Activity7Homework（課后作業(yè)）

Imagineyouhaveanargumentwithafriendagain.Writeashortcommunication

planonhowyouwillsolvetheproblem.Useatleasttwo"if'clausesinyourplan.

Bringittoclassnexttimetoshare.

BlackboardDesign（板書設計）

第二課時SectionA（2a—2e）

Keywords:takeabreak,face-to-facetalk,callyour

friend,makeup

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Keysentencepatterns：

What'sthebestwaytocommunicateinthissituation?

Ifyouwanttosolvetheproblem,…

Howdoyoucommunicatewith***?

TeachingReflection（教學反思）

Inthisclass,avarietyofteachingactivitieswereemployed,includinglistening,

reading,groupdiscussions,role-playing,anddialogue-creating,toguidestudentsin

learningaboutcommunicationmethodsandwaystoresolvecommunicationproblems.

However,somestudentsstillfacedissuessuchasunsmoothlanguageexpressionand

unclearlogic.Infutureteaching,forstudentswithweakeroralexpressionskills,

one-on-onetutoringandtargetedtrainingneedtobestrengthened.

第三課時SectionA（GrammarFocus3a—3c）

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Ihavea''CommunicationPuzzle“fbryou.I'llshowsomesentencesrelatedto

communicationontheboard,buttheyareallmixedup,likepiecesofapuzzle.Some

partsare"if*'clauses,andsomearemainclauses.Yourtaskistoworkingroupsand

putthemtogethertoformcorrectsentencesin3minutes.

（Studentsworkingroupsandarrangethesentenceparts.）

T:Time'sup!Let'scheckwhichgrouphasthecorrectsentencesfirst.Now,read

thesentencesaloudandseeiftheymakesense.

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設計意圖：以“拼圖游戲”的形式復習與“if7'條件句相關(guān)的句子結(jié)構(gòu)，激發(fā)

學生對語法學習的興趣，為新課做鋪墊。

Activity2Presentat沁n（獲取與梳理）

T:Now,weare"IfClauseExplorersn.Workon3a.Readthegrammarfocus

partcarefully.Inyourgroups,findalltheclausesandunderlinethem.Then,

discuss:Whataretheconditionsandwhataretheresultsinthesesentences?Makea

listonyourpaper.

（Studentsread,find,discuss,andmakelists.）

T:LeCsshareourfindings.Eachgroupsendsarepresentativetothefrontand

explainsoneclausesentencefromthegrammarfocus.

設計意圖：通過“探索者”活動，讓學生自主發(fā)現(xiàn)和分析條件句的結(jié)構(gòu)

和意義，培養(yǎng)學生的觀察和分析能力。

Activity3Practice（概括與整合）

T:Now,workon3b.Matchthetwopartstomakesentences.Afterthat,explain

whyyoumadesuchmatches.

（Studentsmatchthesentences.）

設計意圖：通過配對活動，幫助學生理解if從句在不同句子組合中的運用，

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,weneedtofillintheblankswiththecorrectformsoftheverbsin

brackets.Beforefilling,lookatthewholesentencecarefullyandthinkaboutthetense

andthelogicalrelationship^Giveasimpleexplanationaboutverbfonnsinif-clauses.）

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T:Now,startfillingintheblanks.Workonyourownfirst.Then,discusswith

yourpartneraboutthesituationsdescribedinthesentencesandwhotheinformationis

for.

（Studentsfillintheblanksanclthenhaveadiscussion.）

T:Let'schecktheanswers.Shareyourthoughtsonthesituationsandthepeople

involved.

設計意圖：鞏固學生的詞匯知識，培養(yǎng)他們在文本組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)）

Writeashortnewsreportusingclauses.Forexample,“Ifthenew

communicationtechnologyiswidelyused,whatwillthesocietybelike?”Readit

aloudandrecordyourself.

BlackboardDesign（板書設計）

第三課時SectionA（GrammarFocus3a—3c）

“If9'clausestructures：

If+presentsimple,will+verb

Example：Ifyoustaycamandsaysorry,itwillhelp.

TeachingReflection（教學反思）

Throughthislesson,studentshaveabetterunderstandingof"ifconditional

sentences.However,somestudentsstillhavedifficultiesinusing“ifclauses

accuratelyincomplexsituations.Infutureteaching,morereal-lifeexamplesand

practiceexercisesshouldbeprovided.

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第四課時SectionB（la—le）

TeachingProcedures（教學過程）

Activity1Warmingup（感知與注意）

T:Class,thinkaboutasituation.Whenyoumeetsomeoneforthefirsttime,what

topicsdoyouusuallytalkabout?Raiseyourhandsandshareyourideas.

設計意圖：激活學生關(guān)于“溝通”主題的已有知識與興趣，順利引入新課。

Activity2Reading（獲取與梳理）

T:First,readthetextquicklytogetageneralidea.Whilereading,thinkabout

whotheauthorwrotethistextfor.

{Studentsreadthetextquicklyandanswer^

T:Now,readthetextcarefullyagain.Trytofindthemaintipsformakingbetter

conversations.Weneedtocompletethetablewiththeinformationfromthetext.

設計意圖：訓練學生閱讀技能，幫助其理解文本整體內(nèi)容并識別主旨大意;

引導學生從文本中提取具體信息，提升信息整理能力，深化對文本內(nèi)容的理解。

Activity3Languagepractice（概括與整合）

T:LookatId.Wehavesomesentenceswithbold-facedpronouns.Yourtaskisto

findoutwhatthesepronounsreferto.First,readeachsentencecarefullyandthink

aboutthecontext.

{Studentsreaclthesentencesandanalyzethereferentsofthepronouns.）

T:Now,letsdiscuss.Forthefirstsentence“ifsomeonetellsyoutheirhobby

andyoucanaskquestionsaboutit,…“，whatdoes"it"referto?

（Invitestudentstoanswerandexplaintheirthinking.

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Dothesamefortheothersentences.）

T:Goodjob!Understandingthereferentsofpronounshelpsusbetterunderstand

thetext.Remembertopayattentiontothecontextwhenanalyzingthem.

設計意圖：幫助學生理解代詞在文本中的作用，提高他們分析和歸納語言的

能力，進而提升整體閱讀理解水平。

Activity4Groupdiscussion（想象與創(chuàng)造）

T:Inle,wehavethreediscussionquestions.Divideintogroupsoffour.Each

groupdiscussesthesequestions.Trytoshareyourownopinionsandlistentoothers*

views.

{Studentsdiscussin^roups.）

T:Okay,time'sup.Let'sinvitesomegroupstoshareyourdiscussionresults.The

restofyou,listencarefullyandyoucanaskquestionsormakecomments.

設計意圖：培養(yǎng)學生的批判性思維和口語交際能力，鼓勵他們表達自己的觀

點，并從他人的角度學習。

Activity5Homework（課后作業(yè)）

Writeashortpassageaboutyourexperienceofagoodconversation.Youcan

includethetipsyouusedortheproblemsyoumet.

BlackboardDesign（板書設計）

第四課時SectionB（la—le）

Debate:Howcanwecommunicatebetter?

Keytipsforbetterconversations：

Listencarefully.

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Choosetherighttopic.

Behonest.

Payattentiontobodylanguage.

TeachingReflection（教學反思）

Throughthislessononimprovingcommunicationskills,studentshavegaineda

betterunderstandingofthetipsformakingbetterconversations.Theyhavepractised

readingcomprehension,information-extraction,andcriticalthinkingduringvarious

activities.

However,thereareareasthatneedimprovement.Somestudentsstillstruggled

withapplyingthecommunicationtipstoreal-lifescenarios,indicatingthatmore

practicalexamplesandrole-playingactivitiescouldbeincorporatedinfutureteaching.

第五課時SectionB（2a一3c）

TeachingProcedures（教學過程）

Part1VocabularyinUse

Activity1Warmingupandrevision（感知與注意）

T:Let'splay"ConiinunicationWordBingo”.I'llcalloutsomewordsrelatedto

communicationthatwe'velearnedorwilllearn.Onyourbingocard,markthewordsif

youhavethem.Thefirstonetogeta“bingo"（arow,column,ordiagonalofmarked

words）wins.

{Studentsplaythebingo^ame^

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T:Congratulationstothewinner!Now,let'sreviewthesewordsandtheir

meaningsmoreclosely.I'llshowsomepicturesrelatedtocommunication,andyoutell

methecorrespondingwords.

設計意圖：通過“賓果游戲”復習已學的交流相關(guān)詞匯，增加詞匯復習的趣

味性，激發(fā)學生的學習積極性。

Activity2Vocabularypractice(概括與整合)

T:Class,we'regoingtolearnausefulwaytoexpandourvocabulary-adding

suffixestowords.Lookatthewordsinbracketsin2aandthelistofsuffixes:-er,-or,

-th,-ment,-ship.First,thinkaboutwhatnewwordscanbeformed.

{Studentsworkindependentlyonformingnewwords.Theteachercheckstheanswers.)

T:Now,workonthevocabularyexercisesin2b.First,readthesentencesandthe

phrasescarefully.Thinkaboutwhichphrasefitseachsentencebest.

設計意圖：幫助學生理解添加后綴構(gòu)成新詞的規(guī)則，擴充他們的詞匯量，并

學會在語境中運用這些新詞和短語。

Activity3Vocabularypractice(概括與整合)

T:Now,in2c,wellcompletethesentencesandthenputtheminthecorrectorder

toformashortpassage.Readthesentencescarefullyandfillintheblanks.

(Studentscompletethesentences.)

T:Afteryou'vefilledintheblanks,workwithyourpartnertoputthesentencesin

therightorder.Discussandfigureoutthelogicalsequence.

(Studentsworkinpairstoorderthesentences.)

T:Let'sseethecorrectorder.Whowantstosharehowyoudeterminedthe

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sequence?

(Invitestudentstoexplaintheirreasoningfortheorder.)

設計意圖：鞏固學生的詞匯知識，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)同運用。

Part2ReadingforWriting

Activity1Warmingup(感知與注意)

T:Let'sthinkaboutsomeeventswe*veattendedormightwanttoattend.Raise

yourhandandshareaneventyouremember,likeaschoolconcert,asportsmeet,ora

lecture.

(Studentssharetheirexperiences.)

T:Great!Now,imagineyouaretheorganizerofanimportantevent.Howwould

youinvitepeopletocome?Whatinformationwouldyouincludeinyourinvitation?

Discussthisbrieflywithyourpartner.

設計意圖：激活學生與活動和邀請相關(guān)的已有知識和經(jīng)驗，激發(fā)他們對該主

題的興趣，并順利引入接下來關(guān)于邀請信的學習內(nèi)容。

Activity2Reading(獲取與梳理)

T:In3a,wehaveaninvitationletter.First,readitcarefully.Yourtaskisto

underlinethedate,time,place,andtopicofthespeechintheletter.

(Studentsreadtheinvitationletterandmarkthekeyelements.)

T:Okay,let'scheck.Forthedate,whichpartdidyouunderline?

(StudentssharethepartstheyunderlmedJ)

T:Understandingthesekeyelementsisveryimportantwhenreadinganinvitation

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letter.Ithelpsusknowthebasicinformationoftheevent.

設計意圖：提高學生的閱讀理解能力，教他們?nèi)绾螐难埿胖刑崛≈匾畔?

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.Readeachsentencecarefullyandthinkabout

itsfunctionintheletter.

設計意圖：提高學生的閱讀理解能力，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.Youneedtoinviteallstudentsand

theirparentstoattendthespeech.Remembertoincludetheopeningandtheclosing

sentences,thedate,timeandtopicofthespeech,andexplainwhytheyshouldattend

thespeech(withif-clauses).First,takeafewminutestoplanyourletter.Youcanjot

downsomekeypoints.

(Studentsplantheirletters.)

T:Now,startwriting.Trytousethevocabularyandsentencepatternswe've

learned.Writeneatlyandmakesureyourletterisclearandlogical.

(Studentszuritetheirhwitationletters.)

T:Onceyou'vefinished,exchangeyourletterwithyourpartner.Readeach

other'sletterandgivesomefeedback,likewhetheralltherequiredpointsareincluded

andifthereareanygrammarorspellingmistakes.

(Studentsexchangeandreviewletters.)

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T:Let'sinvitesomestudentstosharetheirletters.Therestofyou,listencarefully

andseeifyoucanlearnfromtheirgoodexpressionsandideas.

設計意圖：培養(yǎng)學生的寫作能力，使他們能夠在實踐中運用邀請信結(jié)構(gòu)和詞

匯方面的知識，并通過同伴互評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（板書設計）

第五課時SectionB（2a—3c）

Keyelementsofaninvitationletter：

Date：

Time：

Place：

Topic：

Writingtips：

Includeopeningandclosingsentences.

Statethedate,time,andtopicofthespeech.

Useif-clausestoexplainreasonsforattendance.

TeachingReflection（教學反思）

Inthisclass,studentsactivelyparticipatedinvariousvocabularyandwriting

activities.Somestudentsstillhaddifficultyinchoosingthecorrectsuffixesfor

word-formation,indicatingthatmorepracticeanddetailedexplanationof

suffix-relatedrulesareneeded.Regardingthereadingandwritingofinvitationletters,

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studentswereabletoidentifykeyelementsinthesampleletter,butwhenwritingtheir

ownletters,somehadproblemswithorganizingideasandensuringlanguageaccuracy.

第六課時SectionB(Project&Reflecting)

TeachingProcedures(教學過程)

Activity1Warmingup(感知與注意)

T:Class,todaywe*regoingtohaveaninterestingproject-tellingachainstory.

Thisprojectwillnotonlyhelpuspractiseusing”if-clauses“butalsoenhanceour

creativityandcommunicationskills.First,let'slookat4a.

(Show4aonthescreenorinthetextbook.)

T:Eachofyouwillworkingroups.Youneedtowriteasentencebeginningwith

“【f?…”onyourownpieceofpaper.Forexample,€UIfitdoesn'traintomorrow,well

goforapicnic."Thisisagreatchancetoshowyourimaginationandyour

understandingof“if-clauses”.

設計意圖：