Unit2 Home Sweet Home Section A (pronunciation-2e)教学设计 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦音标发音规则（/ɔː/, /ɒ/等）、请求与许可句型（Can/Could you please...?等）及arrival, borrow等词汇，通过“Listen and repeat”语音练习导入，结合家庭情境任务（如家务讨论、图片描述请求），搭建从语音预习到句型应用的学习支架，衔接预习案词汇与课堂对话练习。 特色在于情境化任务驱动与合作探究结合，如“Peter家庭待客对话创编”活动，运用TWT教法和合作学习法，提升语言能力（句型自然运用）、思维品质（信息整合与对话设计）。通过音频听力、思维导图梳理信息，评价反馈（单词填空）与分层作业（流程图+采访）巩固语言能力，助力教师落实素养培养，提升课堂效率。

Unit2 Home Sweet Home教学设计 Section A(pronunciation-2e) Period 2 Section A (Pronunciation-2e) 学习目标(根据核心素养): By the end of the lesson, students will be able to... 1. Accurately identify and master the pronunciation of phonetic symbols such as / /, / /, /u / ,/ /, / /, / / in different letter combinations. 2. Use arrival, borrow, treasure hunt, give a lift etc. in context. 3. Use sentence patterns: "Can/Could you please...?" and "Could I ...?"to make requests and ask for permission. 4. Improve listening comprehension by capturing key information in dialogues. 5. Recognize the importance of family cooperation. 修改意 见 重点: Master the rules of pronunciation and conduct conversations using the request and permission sentence patterns. 难点 : Correctly apply the rules of pronunciation in a conversation and conduct naturally multiple rounds of communication. 学法指导: Cooperative Learning Method 教法指导: TWT 预习案 根据英文写出对应的汉语意思 Arrival: go shopping: add sth to sth: 1、 情境创设 1.T asks students to finish the task in 1-Listen and repeat. Add one more word to each group. 2.T asks students to Read and learn more about these phonetic symbols. 3.T asks students to finish the task in 2-Listen and read. Notice the sense groups and pauses. 2、 任务驱动 The teacher asks questions: 1. What chores do you do at home? And students need to answer the question according to the pictures. 2. Look at the pictures and make a permission. 3. Look at the pictures and make a request politely. 3、 合作探究 Pre-listening: The Peter’s family are getting ready to welcome grandparents’ arrival. Students need to think bout: What tasks might they discuss? They might clean up the bedroom. They might ... While-listening: Listen to the conversation and fill in the blanks. Post-listening: 1. Read the conversation and answer the questions. (1) Did Peter’s grandparents visit his new home before? Why do you think so? (2) What does “grandma clean” mean? (3) Why does Helen want to go to the flower shop? (4) What do you usually do for your grandparents? 2. Read again and mark T (True) or F (False) (1) Grandpa and Grandma will visit Peter’s family next weekend. (2) Peter thinks his grandparents’ room is already clean. (3) Dad asks Jim to hang a photo on the wall for Grandpa. (4) Mum and Helen will go to the flower shop before lunch. 3. Complete the mind map with the information from 2a. Add more things to the “other” section. 4. Listen to the conversation again. Then role-play it. 5. Retell 2a. Fill in the blanks based on the conversation in 2a. 6. Peter is preparing for his friend’s visit to his new home, but he needs help. In groups make up conversations between Peter and his family. Peter: Dad, could you please give me a lift to the shop this afternoon? Dad: Sorry, but I have to work from home all day. Peter: Helen, can I borrow your chess set? Helen: Sure. Here you are. 四、总结提升 How do they make polite requests and ask for permission? 礼貌请求 Make Polite Requests & 征求许可 Ask for Permission 句型:Can/Could + you(please) / I + 动词原形... 回应请求 respond to requests Sure(用于肯定回应请求) No problem(可回应请求或表示同意) Oh, OK.(简单回应) 五、评价反馈:用所给单词地适当形式填空。 The _(arrive) of the spring brings warmth and flowers. We are _(plan) a trip to Taiwan. I _(borrow) a book from the school library last week. My mother can make several kinds of_(biscuit). He _(lift) the heavy box onto the truck. 六、拓展延伸:完成句子。 露西喜欢给茶加些糖,这样更香甜。 Lucy likes to _ some sugar _ her tea so it tastes sweeter. 去购物的时候,我们最好带上自己的布袋子。 We'd better take our own cloth bags when _ _. 北京市将举办青少年寻宝活动。 There will be a youth _ _ in the city of Beijing. 每次拜访老师,他总是让我感到宾至如归。 Whenever I visit my teacher, he always tries his best to_ me _ _ _. 作业布置: 必做:用5个新词绘制“家庭准备流程图” 选做:采访家人“如何欢迎客人”,用英语记录3个方式 板书设计 课后反思 本堂课将语音学习与家庭待客情境结合,通过生活化场景导入,激发学生兴趣。语音练习与对话应用衔接自然,活动设计由浅入深,但存在不足:语音练习形式较单一,部分学生参与度低,可增加语音游戏,提升趣味性。 学科网(北京)股份有限公司 $$