Unit 2 SectionA（2a-2e）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围绕“家庭待客准备”主题，聚焦听力细节捕捉、动词短语（如clean the room, hang up the clock）及礼貌请求句式（Can/Could you...?）的运用。通过展示祖父母照片引导预测准备内容激活图式，分层听（预测-补全-分析）构建输入支架，结合思维导图梳理分工任务，形成“预测-解码-内化”的知识脉络。 特色在于“情境链+文化浸润”整合教学。采用输入（听力解构）-内化（中西待客差异讨论）-输出（小组设计三日待客计划）三阶段任务链，分析“grandma clean”语义培养思维品质，对比中西待客文化（中国周全准备vs西方互动体验）发展文化意识。分层作业适配不同水平，助力教师差异化教学，学生在实践中提升语言能力与跨文化沟通素养。

课题 Unit 2 Home Sweet Home Section A (2a-2e) 学段 初中 年级 八 课型 听读说 课时 2 学科 English 单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“家庭与家庭生活”子主题内容，从实践层面引导学生思考如何通过家务劳动和空间布置为家庭做贡献；从语言功能层面培养“礼貌请求与许可”的社交沟通能力；从情感层面探讨家庭对于我们的重要意义；从文化视角比较不同家庭观念的异同。本单元通过语言学习与人文关怀的结合，最终实现“知家、爱家、护家”的育人目标。 文本解读 What:本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第二课时。本听力语篇以"家庭待客准备"为主题，通过情境化对话构建完整的语言学习链条。听力材料2a呈现祖父母来访前的家庭分工场景，包含6个核心动词短语，重点训练细节信息捕捉能力，同时隐含文化元素（如"grandma clean"的幽默表达）。材料设计巧妙融合语言形式（动词短语）、功能（请求）与文化内涵（代际差异），构成三位一体的学习内容。 Why:本课在四个维度实现教育价值:语言能力方面，系统发展听力微技能和口语功能。特别突出"动词+介词"结构的精准运用，解决学生常混淆的短语搭配问题。思维品质上，通过"grandma clean"的语义分析和待客清单的优先级排序，培养批判性思维与逻辑思维。 文化意识层面，材料自然渗透中西待客文化对比：中国家庭强调周全准备，西方更重互动体验。情感目标上，引导学生体会"以客为本"的关怀意识（如根据祖父爱好挂时钟）和家庭协作精神（分工中的责任担当）。 How:采用"情境链"教学法，分三阶段推进: ①输入阶段:解构听力文本预测,展示祖父母照片，让学生猜测"可能需要准备什么"，激活图式;分层听,第一遍勾选动作短语（如clean/ sweep），第二遍补全思维导图，第三遍分析"grandma clean"的言外之意; ②内化阶段:控制性练习,填空对话朗读，重点训练语调(请求句的升调，应答句的降调);思维拓展,补充"中西方待客差异"讨论（如中国人重餐饮准备，西方人重活动策划）。 ③输出阶段:实践任务,小组设计"三日家庭待客计划"，包含:分工表（Who does what）;购物清单（需用Could we buy...?协商）; 文化小贴士（如"给中国长辈准备红包"）。 学情分析 1.学生基本情况 本课面向初中二年级学生，其认知和语言能力已掌握基础家务动词和简单请求句式，但存在30%的短语搭配错误率;口语产出中，大部分的学生能使用基本请求句式，但仅有少部分学生能根据人际关系调整礼貌程度。 2.已有知识经验 问卷调查显示，80%学生有参与家庭待客经历，但准备内容高度趋同（仅涉及"端茶倒水"）；对中西方待客文化差异认知薄弱，仅20%能说出2个以上区别特征；代际互动经验单一，70%表示很少考虑祖辈的特殊需求。 3.学习难点预测 动词短语搭配混淆；听力中的连读识别困难。 对"非字面表达"（如"grandma clean"）的解读能力欠缺。 4. 教学对策 语言障碍突破:开发"待客动词大转盘"教具，物理呈现短语搭配（如clean+room，hang+clock）。 制作"礼貌层级尺":可视化展示请求句式适用关系（Can-同学/Could-长辈/Would-陌生人）。 教学目标 语言 能力 1.Accurately use household preparation phrases(eg, "hang up the clock," "put flowers by the window") in context. 2.Apply polite request structures("Can/Could you...?" + "Sure/Sorry, I need to...") appropriately based on social relationships. 文化意识 1.Contrast Chinese "comprehensive care"with Western "guest autonomy". 2.By sharing the housework before grandparents visit, students can cultivate good hospitality and sense of responsibility. 思维品质 1. Analyze cultural subtexts(eg, "Why is a clock a meaningful gift for grandparents?"). 2.Analyze how family members share housework,develop logical thinking via question-answer practice. 学习能力 1.Apply "Predict-Listen-Check"to decode dialogue details. 2.Use mind maps to categorize tasks and prioritize by urgency. 教学 重难点 教学重点 Use listening skills to get the details correctly. 教学难点 Always be aware of the appropriateness of your language, accurately distinguish the appropriate occasion and the person you are speaking to, and politely make requests and ask for permission. 教学过程设计 教学环节 教师活动 学生活动 设计意图 Step 1 Warming-up Teacher shows some pictures of a home-prepared scenes and ask a question:What do the family do to welcome guests’ arrival? S1:They clean the living room. S2:They go shopping in the supermarket. S3:... Observe these pictures and catch some information about how to welcome guests. 教师展示家庭准备场景图片并提问，激活学生已有词汇，创设语境，为听力输入做铺垫。 Step 2 Lead-in Prediction 1.T:Peter’s family move to their new house. Who will come to visit them? Ss:Grandpa and grandma. T:How do Peter’s family get ready for Grandpa and Grandma’s arrival? Ss:They might buy some things/clean the room/ prepare... 2.Teacher presents dialogue frame 2a, guide students to predict the content of the gap, and write key words on the blackboard. 1.Students have a pair prediction about the two questions. 2.Predict the content of the gap in 2a. 结对合作完成对话预测，并用“They might...”表达推测；跟随教师预测2a空格内容，培养听前预测策略，激活目标词汇，降低听力焦虑。 Step 3 Listening Work on 2a 1.Listen to the conversation for the first time,tick the activities we predicted on the blackboard. 2.Listen to the conversation for the second time,fill in the blanks,pay attention to capturing the base form of the verb. 3.Listen to the conversation for the third time,read after the tape and check the answers by yourselves,pay attention to pronunciation and intonation. 1.Listen and tick. 2.Listen and fill in the blanks. 3.Listen,repeat and check the answers. 第一遍听检验上一步的预测是否正确；第二遍听补全空缺，注意捕捉动词原形；第三边听，跟读并校对答案，同时注意语音语调。分层训练听力细节捕捉能力，巩固句型结构。 Step 4 Reading Work on 2b 1.Skimming: T:Now, let's read the conversation quickly and answer the questions. ①Did Peter’s grandparents visit his new home before? Why do you think so? ②What does “grandma clean”mean? ③Why does Helen want to go to the flower shop? ④What do you usually do for your grandparents? 2.T:Let's read again and mark T(True) or F(False). ( )The new clock is for helping Grandma check time. ( )Helen wants to put flowers in front of the window. ( )Mum will take Helen to the flower shop immediately. ( )Grandpa prefers reading books on the sofa. Work on 2c 1.Scanning: T: Let's read the conversation and complete the mind map with the information from 2a. Add more things to the “other”section. 2.Invite one or two students to share the answers. Language points The teacher explains the important knowledge points in this listening passage to the students: ①I can’t wait to show them our new house! ②I bought it for Grandpa to see the time. ③Grandpa likes reading books in front of the window. ④Can I put some flowers by the window? 1.Read and Finish 2b. 2.Check the answers together. 3.Read and mark T or F. 4.Check the answers. 5.Read and complete the mind map. 6.Share answers. 7.Take notes about the knowledge points. 本环节通过阅读练习进一步加深了学生对于家务请求与回应这一话题的学习和英语表达的掌握，将英语学习融入到日常生活中，同时渗透“grandma clean”的文化理解，在读后任务又带领学生讲解和记忆文中重要的知识点，提高了学生的英语综合运用能力。 Step 5 Speaking Work on 2d 1.Listen the conversation for the fourth time,you can repeat after the tape to polish your pronunciation and pay attention to imitating. 2.T:Now, it's your turn to practice. Work in groups. Each group assign the roles of Dad, Mum, Peter and Helen.(Give them some time to practice.Walk around the classroom, listen to students' conversations, and offer help if necessary) T:Which pair would like to come to the front and show us your conversation? 1.Listen for the fourth time and repeat. 2.Students practice and role-play. 通过第四遍听来润色学生的发音，提醒学生注意人物特点和肢体语言；通过小组练习使学生巩固目标句型，同时提醒学生在与家人进行交流时要注意礼貌和表达的得体性。 Step 6 Group work Work on 2e 1.T:Peter’s friend is visiting him this weekend. Let’s see how will he prepare for his friend’s arrival. (Show some pictures about the phrases in 2e.) go shopping,buy drinks,buy fruit,make biscuits,cook a meal,borrow a chess set,plan a treasure hunt. 2.T:Peter is preparing for his friend’s visit to his new home, but he needs help. Can you help him?Now let’s work in groups to make up conversations between Peter and his family. For example: 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. Peter:Mum, could you please make biscuits for us? Mum:Sorry, but I have to sweep the floor. Peter:Jim, can you help me plan a treasure hunt for my friends? Jim: No problem. 3.After making your new conversations,practice with your group members,pay attention to the propriety of language. 4.Discussion: ①Why do Western families often use “ treasure hunt”to show welcome? ②How do Chinese families usually show welcome to guests or relatives? ③Can you find the “common spirit” between Western and Chinese family? Teacher has a summary about these questions:No matter treasure hunts or red envelopes,they are about family care.Although there are cultural differences, the care is universal. 1.Learn the new expressions in 2e. 2.Make new conversations with group members according to the example. 3.Practice with your group members. 4.Students discuss the three questions with partners and then share their ideas. ①Treasure hunts create surprise and nice memory. ②Give red envelopes and make delicious food. ③Both show their love. 通过祖父母来访的情境迁移到Peter的朋友来访的情境，拓展了一些关于活动准备的新表达，通过让学生编写Peter与家人之间的对话进一步巩固关于家务请求和回应的简单句型，对话练习为学生提供了口语表达和小组合作的机会，让学生在情境中运用所学知识，提高口语表达的准确性和流利度。 通过教师带领学生探讨的三个问题，学生能够对比中西方待客之道的差异性，学会尊重理解包容，明白“家庭关怀”的意义和重要性，虽然文化有差异，但是关爱却相通。 Step 7 Summary T:Today, we learned a lot. We listened to a conversation about household chores, learned some new phrases like “borrow a chess set”, “plan a treasure hunt”, and had many chances to make requests and ask for permissions with partners. Follow teacher’s steps and look back what they have learned . 学生跟随老师的节奏总结本节课的学习内容:与家务劳动分担相关的听读说的输出训练。 Step 8 Homework Level A:Imagine your grandparents are coming to visit your house,use five verbs (eg, clean,buy,prepare...) to write sentences about what you will do to make them feel comfortable at home. Level B:1.Design a "New Home Decoration Plan", list 3 tasks in English with corresponding polite requests, discuss with family members and record the responses. 2.Write a short essay(60-70 words) to describe how you usually welcome your friends,using the useful expressions from 2e. Level C: Create an e-card with the theme of “Welcome Grandparents”,insert pictures or audio related to greeting relatives,and make written descriptions using the learned sentence patterns of polite requests and responds. 此环节为课外分层作业设计，主要侧重于写作输出，由简单的编写句子、编写对话到完整的文章写作再到设计电子卡片，每项作业设计都是让学生在实际情境中运用所学知识，将英语学习应用到日常生活当中，促进了学生的语言能力和核心素养发展。 板书设计 Unit 2 Home Sweet Home Section A (2a-2e) 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. ... 教学反思 1、 成功之处: 1.有效达成预设教学目标:导入环节成功激活学生已有认知，图片对比和"Guess the Task"游戏使学生主动输出了目标短语，课堂氛围热烈。 2.对话训练表现突出:文化隐含信息理解（如"grandma clean"的幽默）通过小组讨论得到深度解析。最显著的是口语输出环节，学生创作的"待客情景剧"中，对话正确使用了礼貌请求句式，且部分组别能结合文化差异调整待客策略（如为西方朋友设计treasure hunt）。 二、存在问题: 1.分层教学不够精细:虽然设置了不同任务，但对20%听觉型学习者支持不足，其在小组角色扮演中参与度明显偏低。 2.文化深度探究不足:仅20%的学生能阐释"中西方待客差异"背后的价值观差异。 三、改进措施: 1.开发"智能听力分组器":根据前测结果自动推送个性化任务包（基础层:动词匹配游戏;提高层:文化背景音频解说;拓展层:虚拟情景决策任务）。 2.文化教学升级为"三维渗透"模式:课前通过微课对比待客礼仪，课中使用"文化冰山"图表解析深层价值观（如对长辈的敬重），课后布置"跨代访谈"项目。 学科网（北京）股份有限公司 $$