Unit2 Home sweet home. Section A(2a-2d &Grammar Focus) 教案2025-2026学年人教版（2024）英语八年级上册

新人教版八年级上册英语第2课时Unit2 Home sweet home. Section A(2a-2d &Grammar Focus) 教学设计 Teaching Goals 教学目标 Learn to make polite requests and permission. Teaching Key Points 教学重点 1. Master the main idea of the conversation. 2. Master some key words, phrases and sentences in this period. 3. Learn to make polite requests using “Can/Could you...?” and ask for permission politely using “Can/Could I...?”. Teaching Difficulties 教学难点 1. Learn to make polite requests and permission. 2. Help the students to improve their listening and speaking abilities. Teaching Aids 教学工具 Pictures, a tape recorder, PowerPoint and multimedia. Teaching Steps 教学步骤 Step 1 Lead-in 1. Free talk. A: ...could you please do the dishes? B: Yes/Sure, ...Could you...? C: Sorry, I can't... Could you please...? D: ... 学生先两人一组，用 “A: Could you please do the dishes? B: Yes/Sure,... Could you...? C: Sorry, I can't... Could you please...?” 的句式练习 1 分钟； 随机抽取 3-4 组学生站起来展示对话，其他学生认真倾听。 2. Ask students to list chores in their life. do the dishes/sweep the floor/take out the rubbish/make the bed/fold the clothes/clean the living room/cook meals 学生独立思考 1 分钟，在练习本上写下自己生活中的家务； 以小组为单位（4 人一组）分享补充，每组派 1 名代表说 1 个未被提及的家务，避免重复，最终师生共同汇总家务清单（do the dishes/sweep the floor 等）。 Design Intentions (Step 1: Lead-in) To review the chore-related polite request sentences (e.g., "Could you please do the dishes?") via free talk, and consolidate students’ understanding of common chores by asking them to list chores (e.g., sweep the floor, take out the rubbish), preparing for the new listening and grammar content. Step 2 Presentation 1. Show the conversation in 2a. Play the tape for the first time. Let students listen to the conversation and fill in the blanks. Then check the answers. 学生先快速浏览 2a 对话中的空格，预测可能填写的词汇（如动词、名词）； 播放第一遍录音后，同桌互相核对答案，标记分歧点； 播放第二遍录音，学生确认答案，教师最后统一订正。 2. Present the questions in 2b. Ask students to read the conversation and answer the questions. Then invite one student to share the answers. 学生独立阅读 2a 对话 2 分钟，完成 2b 问题； 小组内交换答案，讨论有争议的问题（如细节理解题），达成共识； 邀请 1-2 名学生分享答案，其他学生可补充质疑。 3. Present the mind map in 2c. Ask students to read the conversation again and complete the mind map with the information from 2a. Help students add more things to the “other” section. Check the answers with the class. 4 人一组分工，1 人负责提取 “请求类信息”、1 人负责 “许可类信息”、1 人负责 “家务相关信息”、1 人负责 “other” 部分； 小组讨论 3 分钟，补充 “other” 部分（如生活中类似的请求 / 许可场景），完成思维导图； 2-3 组上台展示思维导图，师生共同补充完善。 4. Lead students to solve the key and difficult words and sentences in this conversation in pairs. Then teach the new words. 学生两人一组，圈出对话中的生词（如 arrival, borrow）和难句，互相尝试用简单英语或中文解释； 标记无法解释的内容，全班一起讨论，学生主动分享自己理解的词句，教师最后补充讲解。 4. Play the tape for the second time and let students listen to the conversation again. 播放第二遍录音，学生边听边跟读，模仿语音语调； 同桌互相检查跟读情况，纠正发音不准的地方。 Step 2 Production 5. Role-play: Ask the students to role-play the conversation in groups. Invite some students to act out the conversation in front of the class. 小组内分配角色（如 Peter、爸爸、妈妈），练习对话 3 分钟，注意语气礼貌； 自愿小组上台表演，其他学生观察并点评（如语气是否自然、台词是否准确）。 6. Present the phrases in 2c and ask students to make up new conversations between Peter and his family in groups. 小组讨论 5 分钟，结合生活场景（如 “请求帮忙买东西”“许可出去玩”）编 Peter 和家人的新对话，需用到 “Can/Could”； 每组派 2 名学生展示新对话，教师简单点评。 7. Present the sentences in 3a and let students read the questions with can or could. Then help students notice how they are answered and write R for requests or P for permission next to each question. Finally, the teacher gives a summary. 学生独立阅读 3a 句子，思考后标记 R（requests）或 P（permission）； 同桌互相检查答案，教师随机抽学生说答案并解释判断理由（如 “Could you...?” 是请求，故标 R）。 8. Show the sentences in 3b and let students choose the best question to complete each conversation. Invite two students to share the answers. 学生独立完成 3b，选择最佳问题补全对话； 小组内说明选择理由（如上下文逻辑是否通顺），达成共识后，小组派代表分享答案。 9. Present the sentences in 3c. Help students understand each setting. Then let students make up conversations for each setting, using can or could. Walk around the class to offer language support as needed. Ask some students to write the sentences down on the blackboard. The teacher corrects them. 学生两人一组，选择 1-2 个场景（如 “教室借文具”“家里请求帮忙整理房间”）编对话，写在练习本上； 教师巡视提供帮助，随机抽 3-4 组学生口头展示对话，其他学生帮忙纠错。 Design Intentions To improve listening and reading comprehension by having students listen to the 2a conversation (filling blanks) and answer 2b questions. To help students organize key information from the conversation using the 2c mind map, enhancing information-extracting skills. To deepen understanding of the conversation and new words via pair work (solving difficult points) and role-play, promoting oral expression. To help students master the grammar of polite requests ("Can/Could you...?") and permission-asking ("Can/Could I...?") through 3a (marking R/P), 3b (choosing questions), and 3c (making conversations), improving grammar application ability. Step 3 Homework 1. Read the conversation in 2a. 2. Recite the sentences in 3a. Design Intentions (Step 3: Homework) To reinforce the 2a conversation content through reading, and solidify the key polite request/permission sentences via recitation, ensuring mastery of the period’s core language points. Board Design 板书设计 第2课时 Section A (2a-3c) 1. Key vocabularies: arrival, yet, add, add sth to sth, go shopping, biscuit, borrow, plan, treasure, hunt, treasure hunt, lift, give sb a lift, until, be careful with, movie, the movies, dead, note, take notes, clean up, community, rubbish 2. Key sentences: (1) —Could you please sweep the floor? —Yes, Dad. I'll do it at once. (2) —Could I hang out with my friends after lunch? —Sorry, Jim, but you have to pick up your things first. (3) —Can I put some flowers on the table? —Yes, good idea! (4) —Can you help me hang up the photos? —Sure. /No problem! 教学反思 There are many new words and phrases in this period. Teachers should provide more opportunities to train students’ listening and speaking skills and encourage their participation. When practicing grammar, various scenarios should be offered so that students can make polite requests and ask for permission appropriately in different situations, which helps them apply the grammar more flexibly in real life. 学科网（北京）股份有限公司 $$