Unit2Home Sweet Home SectionA（1a-pronunciation）第1课时教学设计 -2025-2026学年人教版（2024）八年级英语上册

“教-学-评”一体化全英文教学设计 PEP八上 Unit 2 Home Sweet Home Period I Section A（1a-Pronunciation) The analysis of the text Text 1: Jim wants to gather with friends, but his father asks him to complete the moving and tidying task first, and finally they reach an agreement. Text 2: Jim requests to raise fish and negotiates with his father on the division of household chores, Helen and Peter strive for opportunities to plant flowers and invite friends respectively, and his mother requests cleanliness. Through family life scenarios, the value of "coexistence of rights and responsibilities" is conveyed - enjoying family rights (such as decorating space, social freedom) requires fulfilling responsibilities (completing housework, taking care of pets) as a prerequisite. The analysis of students Students have mastered simple imperative sentences and basic verb phrases. They have personal experience in family life and understand the real-life situations in conversations; They aren’t familiar with the sentence structure of the modal verb 'can/could' indicating a request and they have limited vocabulary for expressing "family responsibilities" in English. Core competences　　　 Through this lesson, ss are able to: 1. state the housework within your capabilities. 2. understand the conversation, analyze the conversation scene and task relationships, obtain and organize the housework in the conversation. 3. evaluate the attitudes and purposes of each character in the conversation. Teaching thoughts The teacher sticks to the principle of student-center, leads students to work in groups or in pairs and learn English through activities, it aims to develop students’ core competence. Course Resources Textbook, the recorder Teaching Methods 1. Task-based Language Teaching Method 2. Communicative Language Teaching Method 3. Audio-lingual Method Teaching Aids PPT, blackboard, and chalks. Teaching points Key Points: Important expressions for housework and sentence structures for 'can' and 'could'. Difficult Points: Role playing on the topic of household chores. Teaching Procedures Steps Teacher’s Activities Students’ Activities Evaluation Step I Warm up 1. Greetings. 2. Have a free talk about doing chores at home. 3. The teacher shows pictures, and students say household related vocabulary according to pictures. Ss answer the questions and observe the pictures: Do you do chores at home? What chores do you do? What chores would you like to do?/ What chores can you do for your home? Teachers observe students' performance in answering questions and understand their language reserves on the specific vocabulary and sentence patterns they use. Purpose To introduce themes and stimulate students' interest in participation. Step II Pre-listening 1. Vocabulary learning. 2. T guides Ss read and understand the given phrases in 1b and 1c. 3.T leads explains the key points. Students learn the words and finish 1a. Teachers observe whether students can accurately predict listening content. Purpose To lay the foundation for listening activities. Step III While-listening 1. Play the first part of the recording for 1b. Students listen and tick the things that Jim’s dad asks him to do. Check the answers with the students and ask them to repeat the sentences. 2. Play the recording again for 1c, and invite some students to share their answers and correct them if necessary. 4.T asks students to listen and repeat. Ss finnish the listening tasks and repeat after the teacher. To observe whether students can accurately and obtain detailed information. Purpose To understand conversation scenes and household chores, while cultivating their reasoning and information obtain abilities Step IV Post-listening 1. T leads students to finish 1e. Students work in pairs to talk about the chores in 1a using the target language. 2. Circulate around the classroom and offer help and guidance as needed. 3. Invite some pairs to present their conversations to the class. Students prepare to make conversations about doing chores and give presentation. Teachers observe whether students can accurately ask and answer questions about chores during group discussions and presentations. Purpose Guide students to ask and answer questions about chores, laying the foundation for further application of what they have learned in real-life situations. Step V Pronunciation 1. Present the words with different vowel sounds on the PPT and ask students to listen and repeat. 2. Ask students to add one more word to each group and practice pronouncing them. 3. Play the chant and ask students to notice the sense groups and pauses. Then play it again and have students repeat. 1. Listen and repeat. Pay attention to the sounds and add one more word to each group. Or:short Oor:door O:drop oo:spoon u:blue oo:cook ar:far u:but 2. Listen and repeat. To observe whether students can follow the audio accurately and fluently. Purpose Students can read and memorize words accurately with the help of phonetic symbols. Step VI Summary 1. The teacher leads students to summarize what they have learned. 2. The teacher guides students to complete the assessment. Students recall the learned knowledge of today and complete the assessment form. To check if students can summarize the knowledge they learned. Purpose Students can talk with each other with the expressions learned. Step VII Homework You must do: Make conversations about doing chores with friends. If you can: Make a video about doing chores at home. To help students strengthen the knowledge which they have learned. Blackboard Design Unit 2 No rules, no order Period I Section A（1a-Pronunciation) Pack up things Sweep the floor Clean the bathroom Could/Can you please water the plants? Sure./Sorry. or:short oor:door o:drop oo:spoon u:blue oo:cook ar:far u:but Teaching Reflection This lesson is student-centered, constructs effective conversation situations, guides students to perceive and apply target sentence patterns, and enhances students' comprehensive language proficiency by applying what they have learned. Through the learning, students have gained a preliminary understanding and mastery of the relevant vocabulary and sentence patterns of doing chores and have also received some training in listening and oral expression. 1 学科网（北京）股份有限公司 $$