Unit 2 Home Sweet Home Section A 1a-1d 教学设计 2025-2026学年人教版（2024）八年级英语上册

该初中英语教学设计聚焦家务主题词汇（如sweep the floor等）及礼貌请求句型“Could you please...?”，通过展示不同房子图片提问“你看到什么？对家有何看法”，激活学生对“家”的已有认知，搭建从生活经验到新词汇、句型学习的支架，衔接后续听力与对话练习。 资料特色为多模态情境化教学，1a用图片直观引入词汇，1b-1c听力训练抓取“谁做什么”关键信息提升语言能力；1d小组模拟家务请求对话，结合情感目标培养分享家务的责任感（文化意识），导入提问激发思维。助力学生提升听说及合作能力，为教师提供清晰活动设计，增强教学实效。

Unit 2 Home Sweet Home-Section A 1a-1d This section is from Unit 2 “Home Sweet Home” of the eighth - grade English textbook (People's Education Press, 2024). It mainly focuses on the topic of home and family life, especially chores at home. The content is presented in a variety of forms, including pictures, dialogues, and listening materials. In 1a, students are introduced to a series of phrases related to household chores through pictures, such as “sweep the floor,” “clean the bathroom,” “feed the fish,” etc. This part aims to activate students' prior knowledge and vocabulary related to home chores. The 1b and 1c are listening tasks. In 1b, students listen to a conversation between Jim and his dad before moving to a new house. They need to tick the things that Jim's dad asks him to do. In 1c, another conversation among family members after moving is provided. Students are required to match the people with the tasks they will do. These listening materials not only train students' listening skills but also help them understand how family members communicate about sharing chores. The 1d part encourages students to make conversations using the phrases and patterns they have learned, promoting their speaking ability in the context of home chores. 教学目标 1. Knowledge Objectives Students will be able to master the vocabulary related to household chores, such as “sweep,” “clean,” “feed,” “hang,” “water,” “pack” and their corresponding phrases. Students will learn and be able to use the polite request sentence pattern “Could you please...?” and its responses “Sure.” / “Sorry, I have to...” correctly. 2. Ability Objectives Students can improve their listening skills by catching key information in the conversations about family chores, such as who does what. Students are able to communicate with others about household tasks in daily life, using the learned vocabulary and sentence patterns appropriately. 3. Emotional Objectives Students will understand the importance of sharing household chores and feel a sense of responsibility for their families. Students will enhance their awareness of cooperation and communication within the family through learning about family members' discussion of chores. 教学重难点 1. Key Points Mastery of the vocabulary and phrases related to household chores. Correct usage of the polite request sentence pattern “Could you please...?” and its responses. 2. Difficult Points Using the sentence pattern “Could you please...?” flexibly and naturally in real - life situations, and making appropriate responses according to different contexts. Helping students truly understand the cultural connotation of sharing chores in a family and cultivating their family values. 1. Vocabulary Household chore verbs and phrases: sweep the floor (打扫地板) clean the bathroom (打扫浴室) feed the fish (喂鱼) hang up photos (挂照片) water plants (给植物浇水) pack up things (收拾东西) Related nouns: living room, balcony, bedroom, etc. 2. Sentence Patterns Polite request: Could you please...? e.g. Could you please sweep the floor? Responses: Sure. Sorry, I have to... e.g. Sorry, I have to do my homework first. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different houses on the PPT. Ask students: “What can you see in these pictures? What do you think of a home?” Encourage students to share their ideas. This activity can arouse students' interest in the topic of “home” and lead in to the following content. 2. Presentation (10 minutes) Vocabulary presentation: Show the pictures in 1a one by one on the PPT. For each picture, ask students to describe what they see. For example, when showing the picture of a boy sweeping the floor, ask “What is the boy doing?” Guide students to answer “He is sweeping the floor.” Then write the phrase “sweep the floor” on the blackboard. Teach students to read the phrase correctly, paying attention to the pronunciation of each word. Do the same for other phrases like “clean the bathroom,” “feed the fish,” etc. After teaching all the phrases, ask students to read them together several times to strengthen their memory. Let students match the phrases with the pictures in 1a individually. Then check the answers together. Sentence pattern presentation: Create a situation: Suppose you are very busy with your homework, but the floor is very dirty. You want your brother/sister to sweep the floor for you. How can you ask him/her politely? Show the sentence “Could you please sweep the floor?” on the PPT. Explain that “Could you please...” is a very polite way to make a request. Teach students to read the sentence. Then, ask students to make some similar requests using the phrases they have just learned, for example, “Could you please clean the bathroom?” Also introduce the responses. Show the sentences “Sure.” and “Sorry, I have to...” on the PPT. Explain their usage in different situations. Let students practice making requests and giving responses in pairs. 3. Listening (10 minutes) 1b listening: Tell students that Jim's family is going to move to a new house. Before moving, Jim and his dad have a conversation. What does Jim's dad ask him to do? Let students look at the list in 1b first. Play the recording of 1b for the first time. Students just listen and get a general idea of the conversation. Play the recording again. This time, students listen carefully and tick the things that Jim's dad asks him to do. Check the answers with the whole class. Ask some students to read out the sentences they ticked. 1c listening: Now, Jim's family has moved to the new house. They are discussing what to do in the new house. Let students look at the people and tasks in 1c. Play the recording of 1c for the first time. Students listen and try to match the people with the tasks they will do. Play the recording again to confirm the answers. Check the answers with the class. Ask students to explain why they match in that way. 4. Practice (10 minutes) Pair work: Ask students to work in pairs. One student is A and the other is B. A makes requests using the sentence pattern “Could you please...?” with the household chore phrases, and B gives responses using “Sure.” or “Sorry, I have to...”. For example, A: “Could you please hang up the photos?” B: “Sure.” Walk around the classroom and monitor the students' conversations. Offer help if necessary. After a few minutes, ask some pairs to come to the front of the class and act out their conversations. Group work: Divide students into groups of four. Suppose their families are going to have a big cleaning this weekend. Each group needs to discuss and assign the chores among the “family members” in the group. They should use the phrases and sentence patterns they have learned. Give each group a piece of paper to write down their chore - assignment plan. After the discussion, ask each group to report their plan to the whole class. The rest of the students can ask questions or make comments. 5. Summary and Homework (10 minutes) Summary: Summarize the key points of this class with the students. Review the vocabulary of household chores and the sentence pattern “Could you please...?” and its responses. Ask students to share what they have learned in this class. Homework: Ask students to write down at least five sentences using the sentence pattern “Could you please...?” to make requests about household chores at home. Encourage students to actually do some chores at home and have a conversation with their family members using the English they have learned in this class. They can record their conversations if possible. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of vocabulary teaching, although the pictures in 1a are vivid, some students may still have difficulty remembering the words. Maybe I can add some more real - life examples or actions to help them better understand and remember. Second, during the listening part, some students may have trouble catching the key information quickly. I should give them more listening strategies, such as listening for keywords first. Third, in the practice part, most students can actively participate in pair work and group work, but there are still a few students who are a little shy and passive. I need to find more ways to encourage them to speak English and build their confidence. Overall, through this reflection, I will adjust my teaching methods and strategies in the next class to make the teaching more effective. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$