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

Unit 2 Home Sweet Home Section A 1a-1d 教学设计 In 1a, students are presented with a set of pictures depicting various household chores such as "pack up things", "sweep the floor", "clean the bathroom", "feed the fish", "hang up photos", and "water plants". This activity aims to activate students' prior knowledge about chores and introduce the key vocabulary related to them. By asking students if they do these things at home and what other chores they are familiar with, it encourages them to think about their own experiences in a domestic setting. The listening part in 1b involves a conversation between Jim and his dad. Jim's dad asks him to do certain chores in preparation for moving to a new house. Students are required to listen carefully and tick the things that Jim's dad asks him to do, like "sort things into boxes", "write 'Jim’s bedroom' on each box", and "pack up his things". This task not only improves students' listening comprehension skills but also exposes them to real - life scenarios where requests for help with chores are made. Subsequently, in 1c, there is another listening task. This time, it's a conversation among family members about what they plan to do in their new house. Students need to match the family members (Jim, Peter, Helen, Mum, Dad) with the corresponding activities they will carry out, such as "sweep the floor", "grow flowers on the balcony", "hang up the photos", "clean the bathroom", "invite friends to the new house", and "keep fish in the living room". This activity further refines students' listening skills and helps them understand how different family members contribute to making a new house a home. 教学目标 0. Students should be able to master and correctly use the vocabulary related to household chores introduced in this section, such as "pack", "sweep", "clean", "feed", "hang", "water", etc. They need to be able to pronounce these words accurately and use them in appropriate sentences. For example, they can say "I often sweep the floor on weekends" or "Could you please help me feed the fish?" 0. Learn and be proficient in using the polite request sentence patterns "Can you...?" and "Could you please...?" and their corresponding responses. Students should understand the difference in politeness levels between these two patterns and be able to use them appropriately in different situations. For instance, when asking a friend for a small favor, they might use "Can you pass me the book?" while when asking an elder for help, they could use "Could you please help me carry this heavy box?" 教学重难点 0. Ensure students' accurate understanding and mastery of the vocabulary related to household chores. Teachers can use real - life demonstrations, pictures, or short videos to help students better visualize the actions represented by these words. For example, demonstrating the action of "sweeping the floor" in class or showing a video of someone cleaning the bathroom. 0. Teach students the correct usage of the polite request sentence patterns "Can you...?" and "Could you please...?" and their responses. Provide plenty of examples and practice opportunities, such as creating role - play scenarios where students take turns making requests and responding. 0. Guide students to effectively listen to and understand conversations about household tasks. Teachers can play the listening materials multiple times, each time with a different focus, such as first listening for the general idea, then for specific details. 1. Vocabulary 1. Household Chores Verbs 1. "pack": To put things into containers or bags, usually in preparation for moving or traveling. For example, "We need to pack our clothes before we go on vacation." 1. "sweep": To clean (an area) by brushing away dirt or litter with a broom. "I sweep the kitchen floor every morning." 1. "clean": To make something free from dirt, marks, or mess, especially by washing, wiping, or brushing. "She is cleaning the windows to make them shiny." 1. "feed": To give food to a person, animal, or plant. "Don't forget to feed the cat while I'm away." 1. "hang": To suspend or attach something at the top so that the lower part is free. "He is hanging up the family photos on the wall." 1. "water": To pour water onto (plants or the ground) to help plants grow. "I water the plants in the garden every evening." 1. Related Nouns 2. "bathroom": A room containing a bath or shower and usually a toilet. "The bathroom needs to be cleaned regularly." 2. "bedroom": A room for sleeping in. "Jim is packing his things in his bedroom." 2. "balcony": A platform enclosed by a wall or railing and projecting from the outside of a building. "Helen wants to grow flowers on the balcony." 2. "living room": A room in a house for general relaxation and socializing. "We keep fish in the living room." 1. Grammar - Polite Request Sentence Patterns 2. "Can you...?": A relatively direct way to make a request. The verb following "can" should be in its base form. For example, "Can you pass the salt?" 2. "Could you please...?": A more polite and formal way to make a request. The verb after "could" is also in the base form. For example, "Could you please turn down the music?" 2. Responses to these requests can be positive, such as "Sure.", "Of course.", "No problem." or negative, like "Sorry, I'm busy now.", "I'm afraid I can't." 教学过程 Step 1: Warm - up and Lead - in (5 minutes) 1. Greet students with enthusiasm: "Good morning/afternoon, everyone! Today, we are going to talk about an important part of our lives - home. I believe each of you has a sweet home. Now, let's start with a short video." Play a 1 - minute video showing different people doing various household chores at home, such as sweeping the floor, cleaning the windows, and watering the plants. 1. After the video, ask students some questions: "What did you see in the video? Do you do these chores at home? Which chore do you think is the most interesting?" Encourage students to raise their hands and share their answers. This step can quickly draw students' attention to the topic and activate their prior knowledge about household chores. Step 2: Vocabulary Learning (1a) (8 minutes) 1. Present the six pictures in 1a on the PPT. Point to the first picture of a boy packing up things and say, "Look at this picture. What is the boy doing? He is packing up things. Repeat after me, 'pack up things'." Lead students to read the phrase several times to ensure correct pronunciation. 1. Then, ask students to work in pairs. One student describes the action in a picture using simple English words they know, and the other tries to match it with the correct phrase from the box. Walk around the classroom to offer help. For example, if a student has trouble with the phrase "hang up photos", the partner might describe it as "put the photos on the wall". 1. After a few minutes, invite some pairs to come to the front of the class. One student from the pair points to a picture, and the other says the corresponding phrase. Check the answers together as a class. This activity helps students understand the meaning of the vocabulary related to household chores through visual and communicative methods. Step 3: Listening Practice (1b - 1c) (12 minutes) 1. 1b Listening: Before playing the recording, have students look at the list of things in 1b. Say, "Now, we are going to listen to a conversation between Jim and his dad. Jim's dad asks him to do some chores. Listen carefully and tick the things that Jim's dad asks him to do." Play the recording for the first time. 1. After the first listening, give students a minute to compare their answers with their partners. Then play the recording again for students to check and correct their answers. Ask some students to share their answers, and write the correct ones on the blackboard. For example, "Jim's dad asks him to sort things into boxes, write 'Jim’s bedroom' on each box, and pack up his things." 1. 1c Listening: Present the task in 1c. Explain, "Next, we will listen to another conversation among Jim's family members. They are talking about what they will do in their new house. Listen and match the people with the activities they will carry out." Let students look at the names of the family members and the list of activities before playing the recording. 1. Play the recording. After the first listening, students start to match. Then play the recording one more time for them to confirm their answers. Organize a class discussion to check the answers. Ask students to explain how they got their answers. For example, if a student matches "Helen" with "grow flowers on the balcony", they might say, "I heard Helen say she wants to make the balcony look beautiful with flowers." This listening practice improves students' ability to understand real - life conversations about household tasks. Step 4: Speaking Practice (1d) (8 minutes) 1. Set a new context for speaking practice. Say, "Imagine your family is also moving to a new house. Now, you need to divide the chores among your family members. Use the phrases we learned and the sentence patterns 'Can you...?' or 'Could you please...?' to make requests." 1. Provide a simple example on the PPT: "Student A: Could you please clean the bathroom? Student B: Sure. / Sorry, I have to feed the fish first." Then, ask students to work in pairs to create their own conversations. 1. Walk around the classroom to monitor their conversations. If students make mistakes in grammar or vocabulary, gently correct them. For example, if a student says "Can you waters the plants?", correct it as "Can you water the plants?" After a few minutes, invite some pairs to come to the front of the class and act out their conversations. The rest of the class listens and gives a round of applause. This speaking activity allows students to apply the vocabulary and sentence patterns they learned in a practical and communicative way. Step 5: Summary (2 minutes) 1. Briefly summarize the key points of the class. Recap the vocabulary related to household chores, such as "pack up things", "sweep the floor", "clean the bathroom", etc. Write them on the blackboard again. 1. Review the polite request sentence patterns "Can you...?" and "Could you please...?" and their responses. Emphasize the importance of using these polite ways to ask for help at home. Say, "Today, we learned many new words about chores and how to ask others to do chores politely. Remember to use these in your daily life at home." 1. Assign a simple homework task. Ask students to write down three chores they usually do at home and three chores they can ask their family members to do using the sentence patterns they learned. This homework can help students reinforce what they learned in class. 学科网（北京）股份有限公司 $$