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第 2 课时 Section A (2a-2e)
一、教学目标
1.用恰当的听力策略听懂介绍沟通技巧的对话,并获取、梳理对话中介绍解决争执的沟通方
式涉及的相关词汇和句型。
2.运用学到的语音知识和if条件句句型,分角色对话,提高口语交际能力。
3.能够通过阅读对话内容,回答问题并完成相关练习,加深对沟通技巧的理解和应用。
4.运用if条件句表达假设与结果,并在实际情境中进行流畅的口语交流,提升实际沟通中的表
达能力。
二、核心语言知识
1.核心词汇:
单词:
speech;argue;prefer;calm;expression;chance
短语:
take a break;make up (with sb);in person;stay calm;worry about
2.核心句式:
(1)Sometimes my friends and I argue but don't know how to make up.
(2)Some of you may prefer texting,but it takes longer and can make things worse if you're not
careful with your words.
(3)If you stay calm and say sorry,it will help.
3.教学重难点:
(1)理解关于解决沟通问题的对话。
(2)掌握如“a face-to-face talk”等表达方式。
(3)运用目标语言讨论沟通情境。
三、教学过程
学习活动 效果评价
◆Step 1 Lead-in
1.The teacher asks the students,“If you have such an argument with a good
通过学生的发言
friend,you must feel upset.So,what should you do?” This encourages the
和讨论,观察他们
students to think about ways to reconcile and invites them to share their
ideas. 对沟通方式的理
2.The teacher then follows up with,“What would be the best way to 解和应用能力,给
apologize or explain?Should you do it face to face,over the phone,or 予适当引导和反
through a text message?”This prompts the students to consider different
馈,确保学生能够
communication methods and naturally leads into the topic of the lesson
认识到不同的沟
—“Communication Methods”.The teacher explains the importance of
通方式。
choosing the right communication method for resolving conflicts and
maintaining friendships.
设计意图:通过提问和讨论,激发学生思考沟通方式的选择及其影响,自然引出主题,帮助学
生理解有效沟通在解决矛盾和维护关系中的重要性。
◆Step 2 Pre-listening
观察学生对四种
Work on 2a
建议的理解程度
1.Let the students quickly skim the options in 2a and the content of the
及听力内容的预
dialogue to predict the general idea of the listening material.
2.The teacher explains the listening requirements. 测。
设计意图:培养学生提前预测听力的习惯及听力技巧。
◆Step 3 While-listening 通过检查学生填
1.Play the recording for students to fill in the blanks in 2a.Check the 空和回答问题的准确性,评估他们
answers.
对对话内容的整
2.How many pieces of advice does the Professor give to Jason?
体理解。
设计意图:培养学生捕捉关键信息的能力。
◆Step 4 Post-listening
1.Work on 2b
Read the conversation and answer the questions.
2.Work on 2c
通过观察学生思
Group work:Communication Styles Challenge
考问题的积极
Divide students into small groups of 4.Each group discusses and lists
性、小组讨论的
different communication styles and characteristics when interacting with
family,friends,and teachers.Each group must demonstrate at least two 表现以及对问题
different communication styles (e.g. talk face to face and phone 的回答,评估他们
communication).Each group sends a representative to share their role-play 的听力理解、阅
experience and feelings.Discuss the challenges and solutions that might 读分析和合作能
arise with different communication styles.
力,并针对性地讲
3.Work on 2d
解难点,确保学生
Role-play(2d).Ask students to listen to 2d's recording,imitate
掌握关键信息和
pronunciation,then role-play the conversation in pairs.Invite some pairs to
show in class. 逻辑关系。
4.Work on 2e
Proceed with the 2e activity,where students choose a situation and use the
expressions in the box to create a dialogue with their partner.
设计意图:通过预测、听力、核对答案和小组讨论的步骤,培养学生的听力预测能力、细节
捕捉能力以及合作学习能力,同时帮助他们深入理解对话中的关键信息和逻辑关系,提升综
合语言运用能力,增强了他们的自信心和实际沟通能力。
板书设计
Unit 8 Let's Communicate!
第2课时 Section A (2a-2e)
Communication Ways:
Best way:a face-to-face talk
Alternatives:call friends
Problems:texting—takes longer,worse;phone—argue more
Solution:take a break,stay calm
课堂评价
作业布置
必做:
1.Recite the words,phrases,and sentences in 2a of this lesson.Copy them three times in your
homework notebook.
2.Choose any two of the three situations from 2e and create complete dialogues for each.Use
the expressions provided in the box,and ensure that each dialogue contains no fewer than eight
sentences.Write the dialogues in your homework notebook.
选做:
Interview family members and friends around you to ask about their commonly used
communication methods in different situations,and compile the information into an English
report.
教学反思
本节课通过多样化的活动设计,如听力练习、小组讨论、角色扮演和对话创编,有效地
激发了学生的学习兴趣和参与热情。学生在听力练习中表现出较强的细节捕捉能力,但在
语音语调的模仿上仍需加强。小组讨论和角色扮演活动帮助学生更好地理解了不同沟通
方式的优缺点,并提升了他们的口语表达能力。然而,部分学生在对话创编中仍存在语言表
达不够流畅的问题,今后需加强语言输出的练习。总体而言,学生能够积极参与课堂活动,教学目标基本达成,但在语音和语言流畅性方面还需进一步强化。
