Unit 2 Home Sweet Home Section A 2a-2e 教学设计 2025-2026学年人教版八年级英语上册

Unit 2 Home Sweet Home Section A 2a-2e 教学设计 This part of Unit 2 “Home Sweet Home” in Section A 2a - 2e focuses on a conversation within a family. The family members are getting ready for the arrival of grandparents. Through the dialogue, students are exposed to various activities related to preparing for guests, such as cleaning the room, adding decorations like putting up a clock and flowers, going shopping for drinks and fruits, and planning entertainment like a treasure hunt. This context-rich content provides students with a real - life scenario to learn and practice English. 教学目标 0. Students are expected to master new words and phrases, including “arrival”, “yet”, “add...to...”, “borrow”, “plan”, “treasure hunt”, “give a lift” etc. 0. They should be proficient in using sentence patterns like “Can/Could you please...?” to make polite requests and “Could I...?” to ask for permission. 0. Develop students' listening skills by enabling them to capture key information about family preparation activities in the conversation, such as specific actions like “clean up their room” and “move the chair”. 0. Improve students' speaking skills, allowing them to discuss family tasks using polite sentence patterns with proper intonation, for example, the euphemistic tone when making requests. 0. Enhance students' reading ability, helping them to extract task assignments from the dialogue and complete mind - maps. 教学重难点 0. The acquisition of new vocabulary and phrases related to home - preparation activities. 0. Mastery of the sentence patterns for making polite requests and asking for permission. 0. Understanding and summarizing the main idea of the dialogue about family preparation for guests. 0. Differentiating the usage of “borrow” (to take something from others) and “lend” (to give something to others). 0. Using the infinitive structure correctly when explaining the purpose of an action, such as “I bought it for Grandpa to see the time.” 0. Applying the euphemistic request “Could you...?” flexibly in complex situations. 0. Comprehending the cultural connotation of “grandma clean”, which is not just about cleanliness but also represents respect and care for elders. 1. New Words and Phrases 0. arrival / ra vl/ n. The act of arriving. E.g. We are waiting for the arrival of our guests. 0. yet /jet/ adv. (Used in negative sentences and questions) still; conj. but. E.g. It’s not “grandma clean” yet! 0. add / d/ v. To put something with something else to increase the number, size, amount, etc. add sth. to sth. E.g. Can you add some sugar to my coffee? 0. biscuit / b sk t/ n. A small, flat, baked cake. E.g. Grandma is baking delicious biscuits. 0. borrow / b r / v. To take or receive something from someone with the intention of returning it. E.g. Can I borrow your book? 0. plan /pl n/ v. To make a plan; n. A detailed proposal for doing or achieving something. plan a treasure hunt. E.g. We plan to have a party this weekend. 0. treasure / tre (r)/ n. Valuable things; v. To value highly. treasure hunt. E.g. The pirates are looking for treasure. 0. hunt /h nt/ n. An act of searching for something; v. To search for something. E.g. They are on a hunt for the lost key. 0. lift /l ft/ n. A ride in a vehicle given to someone as a favor; v. To raise something to a higher position. give sb. a lift. E.g. My neighbor gave me a lift to school. 1. Sentence Patterns 0. Can/Could you please...? Used to make polite requests. E.g. Can you help me clean their room? Could you take me to the flower shop later? 0. Could I...? Used to ask for permission. E.g. Could I put some flowers by the window? 2. Cultural Knowledge 0. treasure hunt: A game in which people search for hidden objects. It is a popular activity in Western cultures, especially for family gatherings or parties. 0. grandma clean: It refers to a very high - standard cleaning, which implies that the house is cleaned not only for hygiene but also to show special respect and care for the elderly, like grandparents. 教学过程 1. Lead - in (3 minutes) 0. Greet the students and start with a simple question: “What do you usually do when guests come to your home?” Invite several students to share their experiences briefly. 0. Then show a picture of a beautifully decorated living room with fresh flowers, new cushions, and a tidy environment on the PPT. Ask students to describe what they see in the picture. Write down the key words they mention on the blackboard, such as “flowers”, “clean”, “tidy”, “decorations” etc. This activity aims to arouse students' interest and lead them into the topic of preparing for guests. 4. Pre - listening (5 minutes) 0. Present a picture of an empty room on the screen and say, “Look, this is a room for your grandparents. They are going to visit you. What do you think you should put in the room to make them feel at home?” 0. Divide students into pairs to discuss this question. Encourage them to use simple English sentences they already know, like “We should put a bed.” or “We can put some photos on the wall.” 0. After 2 - 3 minutes, invite some pairs to share their ideas with the whole class. Write down their suggestions on the blackboard. This step helps students activate their prior knowledge and predict the content of the upcoming listening material. 5. While - listening (10 minutes) 0. First listening (3 minutes) 31. Tell the students, “Now, let's listen to a conversation. Jim's family just moved to a new house, and his grandparents are visiting them this weekend. Jim's family need to get ready for his grandparents' arrival. Listen carefully and fill in the blanks in 2a.” 31. Play the audio recording of 2a. Students listen and complete the blanks. After that, ask them to compare their answers with their partners. 0. Second listening (4 minutes) 32. Play the recording again. This time, ask students to pay more attention to the details, such as who is going to do what, and why they are doing these things. 32. After listening, check the answers of 2a on the blackboard. Then, ask some students to answer the following questions: “Who is going to clean up the grandparents' room?” “What is Jim going to borrow?” etc. 0. Third listening (3 minutes) 33. Play the recording for the third time. This time, ask students to listen for the polite request sentence patterns used in the conversation. After listening, ask them to find out these sentence patterns in the textbook and read them aloud. 6. Post - listening (12 minutes) 0. 2b: Answering questions (3 minutes) 34. Ask students to read the conversation in 2b by themselves and answer the questions. They can discuss with their partners if they are not sure about the answers. 34. After a few minutes, check the answers one by one. Encourage students to explain how they get the answers, which helps them improve their reading comprehension ability. 0. 2c: Completing the mind - map (3 minutes) 35. Guide students to complete the mind - map in 2c with the information from 2a. First, let them recall the tasks mentioned in the conversation and fill in the corresponding blanks in the mind - map. 35. Then, ask them to add more things to the “other” section according to their own ideas. After they finish, invite some students to show their mind - maps to the class and explain their ideas. 0. 2d: Role - playing (3 minutes) 36. Let students listen to the conversation in 2d again. Then, divide them into pairs to role - play the conversation. One student acts as the son/daughter, and the other acts as the parent. 36. Encourage them to use the polite request sentence patterns they learned in the conversation. After they practice for a while, invite several pairs to come to the front of the class and perform the role - play. 0. 2e: Group work (3 minutes) 37. Set a new situation for students: “Peter's friend is going to visit his new house. Make up a conversation between Peter and his family to prepare for his friend's visit.” 37. Divide students into groups of 3 - 4. Each group members play different roles in the family. They should use the vocabulary and sentence patterns they learned in this section to create their own conversations. 37. Walk around the classroom to offer help and guidance. After about 3 minutes, invite some groups to show their conversations to the class. 7. Summary and Homework (5 minutes) 0. Summary (3 minutes) 38. Summarize the key points of this class with the students. Review the new vocabulary and phrases related to preparing for guests, such as “clean up”, “put up”, “borrow”, “treasure hunt” etc. 38. Also, review the polite request sentence patterns “Can you...?” and “Could you...?” and their responses. Ask students to pay attention to the differences in tone between “can” and “could”. 0. Homework (2 minutes) 39. Assign homework to the students. They need to write a short passage about how they would prepare for a guest's visit to their home. They should use at least 5 new words or phrases and 3 polite request sentence patterns. 39. Encourage them to be creative and think about different ways to make their guests feel welcome. 学科网(北京)股份有限公司 $$