Unit2 教案（7课时）- 2025-2026学年人教版（2024）八年级英语上册

该教案聚焦初中英语Unit2“Home Sweet Home”主题，围绕家务劳动词汇、can/could礼貌请求句型及发音规则展开。通过视频、图片、游戏等导入，如混乱房间图片引导列家务，春节团聚图片激活情感，复习旧知自然过渡新知，构建学习支架。 特色在于融合语言能力、文化意识与思维品质培养，听力捕捉信息、角色扮演提升表达，对比中西家庭待客方式（如西方寻宝vs中国拿手菜）深化文化理解，思维导图梳理事件培养逻辑。任务与情景教学法（如家务调查、邮件写作）助力分层学习，提升学生语言运用与合作能力，为教师提供完整教学资源。

主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section A (1a-Pronunciation) 课型 听说 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 1.了解日常家务劳动的英语表达。 2.学习与 /ɔ:/, /ɒ/, /u:/, /ʊ/, /ɑ:/, /ʌ/ 相关的字母组合发音规则。 The analysis of the teaching material (教材分析) 本单元围绕“甜蜜的家”这一主题，通过一系列的活动与练习，让学生意识到家的重要性，以及维护打理一个温馨的家并不容易。在维护家庭和谐的同时，学生须掌握 can/could 表达委婉请求的用法，并能运用与“家”相关的词汇和表达，提升自已对家庭主题的语言描述能力。 Section A 部分，学生将通过听力练习、对话练习和语法焦点等活动，学会如何使用can/could 来谈论家庭活动与家务劳动。学生还将通过角色扮演和小组讨论等活动，提高他们的口语表达能力和团队合作能力。 The analysis of students (学情分析) 1、 知识基础 1、已掌握基础问候句型（如 Can you...?）和简单动词（clean, wash）。 2、认识常见家居场所名词（如 room, house）及部分家务活动（如 clean the room）。 二、学习目标 1、复杂家务词汇（pack up, sort, balcony）的准确运用。 2、“Can/Could you please...” 句型的礼貌请求语气及回应方式。 •字母组合的发音规则（如 or 发 /ɔ：/，ar 发 /ɑ：/）。 Teaching objectives (教学目标) 1. 语言目标（Language Goals）： 掌握家务活动核心词汇：pack, pack up, bathroom, sort, bedroom, balcony, hang up, invite, living room 等。 熟练运用礼貌请求句型：—Can/Could you please...? —Sure./No problem./Sorry, I have to... 学习字母 o, u 和字母组合 or, oor, oo, ar 的发音规则，能准确拼读并归类例词。 2. 技能目标（Skill Goals）： 通过听说训练，能准确捕捉对话中关于家务 chores 的关键信息（如动作、地点）。 能模仿对话进行角色扮演，并创编新对话描述家庭分工。 能根据发音规则正确拼读单词，区分 /ɔː/, /ɒ/, /uː/, /ʊ/, /ɑː/, /ʌ/ 等音素。 3. 素养目标（Moral Goals）： 激发对家庭责任的认知，培养主动参与家务的意识。 通过分享家务经历，理解不同文化背景下家庭分工的多样性。 通过小组合作，提升沟通协作能力与英语表达自信。 The key and difficult points (教学重难点) 重点：认识并讨论日常家务劳动；运用“Can/Could”表达委婉请求。 难点：准确捕捉听力材料中的关键信息；在对话中自然运用所学句型。 Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead in (3mins) 1. Greeting. 2. Lead-in (1) Look at the picture and answer the questions. (2) T shows a video and asks Ss to find the phrases. Step 2 Pre-listening (10mins) 1. Show housework scenes such as cleaning the room, hanging photos, watering flowers, etc., and ask: "What chores can you see? Do you do them at home?" 2. Write the topic "Home Sweet Home" on the board. Show new words: pack up, bathroom, sort, and read the pronunciation of the words with the leader. 3. Activity 1: Vocabulary Match (1a) Show the list of activities in the textbook 1a, and guide students to check the housework they have done at home, and add new activities (such as growing flowers on the balcony). 4. Activity 2: Prediction Show the dialogue situation and questions, so that students can make predictions before listening. Step 3 While-listening (12mins) 1. Activity 1. First listen (1b) Play a conversation between Jim and his father, asking students to circle the household instructions they hear. When checking the answers, emphasize the pronunciation of words (such as sort things into boxes). 2. Activity 2. Listen (1b) Play the recording of 1b again and instruct students to fill in the summary blanks, prompting them to first determine the part of speech (e.g., noun, verb). Play the full dialogue and have students read it sentence by sentence, paying attention to the pronunciation and intonation. 3. Activity 3. First listen (1c) Play the dialogue of Jim's family moving to a new home, indicating that one person's activities can be multiple: 4. Activity 4. Listen (1c) Play the recording of 1c again and instruct students to fill in the summary blanks, prompting them to first determine the part of speech (e.g., noun, verb). Play the full dialogue and have students read it sentence by sentence, paying attention to the pronunciation and intonation (e.g. asking a question with an ascending tone: Can you please...?). Step 4 Post-listening (15mins) 1. Activity 1: Reading tasks (1b-1c) Show the dialogue and time students to complete the reading task. 2. Activity 2: Summarize the sentence patterns of polite requests. 3. Activity 3: Role-playing (Group work) 4. Activity 4:Practice and summary 5. Activity 5: Explain key grammar Step 5 Explain pronunciation rules (5mins) 知识结构或板书设计 作业内容 所需时量 批阅方式 Level A基础作业：copy the key vocabulary and sentence patterns of this lesson, and recite the new words and key phrases. Level B提升作业：use 9 new words to compile "household chores comic" (with English sentences). Level C拓展作业：Interview family members: "What chores do they do? How do they ask for help?" Record 3 conversations. 20分钟 全批 主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section A (2a-2e) 课型 听说 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 阅读对话，理解对话内容，并能运用can/could 组成对话进行问答。 The analysis of the teaching material (教材分析) 本单元围绕“甜蜜的家”这一主题，通过一系列的活动与练习，让学生意识到家的重要性，以及维护打理一个温馨的家并不容易。在维护家庭和谐的同时，学生须掌握 can/could 表达委婉请求的用法，并能运用与“家”相关的词汇和表达，提升自已对家庭主题的语言描述能力。 Section A 部分，学生将通过听力练习、对话练习和语法焦点等活动，学会如何使用can/could 来谈论家庭活动与家务劳动。学生还将通过角色扮演和小组讨论等活动，提高他们的口语表达能力和团队合作能力。 The analysis of students (学情分析) 2、 知识基础 已掌握基础家务词汇（clean, buy）和句型 "What did you do?" 二、学习目标 礼貌请求句型（Can/Could you please...?）、文化词汇（treasure hunt） Teaching objectives (教学目标) 1.语言目标（Language Goals）： 掌握核心词汇：arrival, borrow, treasure hunt, give a lift, add...to..., plan, biscuit,flower shop。 熟练运用句型： "Can/Could you please...?"（提出礼貌请求） "Could I...?"（征求许可） 理解文化词汇：treasure hunt（寻宝游戏）、grandma clean（高标准清洁）。 2.技能目标（Skill Goals）： 听力：捕捉对话中家庭准备活动的关键信息（如 clean up, move chair, buy flowers）。 口语：能用礼貌句型讨论家庭任务，模仿正确语调（如请求时的委婉语气）。 阅读：通过对话提取任务分工并完成思维导图。 3.素养目标（Moral Goals）： 文化意识：对比中西家庭欢迎客人的方式（如西方寻宝游戏 vs 中国做拿手菜）。 情感态度：认识家庭合作的重要性，培养 “以行动表达关爱” 的价值观。 The key and difficult points (教学重难点) 重点：学生认识并掌握can/ could 在日常对话中表示委婉请求的用法。 难点：识别听力中的细节，理解听力内容，运用can/could 在日常对话中表示委婉请求。 Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead in (3mins) 3. Greeting. 4. Lead-in (3) Play a game to review expressions about chores. (4) Show pictures of a family preparing for guests and ask, "What does the family do to welcome guests?" Guide students to answer with words like "clean", "buy", "add" and introduce the new word "arrival". Step 2 Pre-listening (7mins) 5. Show a picture of the family and ask: What tasks might they discuss? 6. Present the 2a dialogue framework and guide students to predict the content of the blank Step 3 While-listening (12mins) 5. Listen (2a): Play the dialogue once, students check the tasks they hear (clean up room, put clock, move chair, etc.), and emphasize the pronunciation of the words when checking. 6. Listen carefully (2b): Play twice, fill in the blanks, and prompt the capture of the original form of the verbs (clean, move, put). 7. Q&A Challenge: Q1: Why does Mum say "it’s not 'grandma clean' yet"? Q2: How does Helen want to decorate the room? 8. Show additional reading tasks (true or false). 9. Show the mind map in 2c and give students a time limit to complete it. Step 4 Post-listening (15mins) 6. Role-play (2d): Listen to the dialogue and have students read it in roles, emphasizing the intonation (e.g., a lowered tone for Dad's request, an elevated tone for Helen's suggestion). 7. Show pictures and text, and ask students to retell the dialogue. 8. Show the new vocabulary in 2e, explain it and then ask students to imagine and continue the dialogue between Peter and his family. 9. Expand discussion: Ask, "Which way would you like to welcome guests? Why?" and guide the use of words like "especially", "plan", "make sb. feel at home". 10. Cultural infiltration: Compare Chinese and Western family welcoming methods, show pictures of Chinese "hiding/red envelope" and western "treasure hunt", and discuss: "How do both ways show love?" Step 5 Explain language points (8mins) 知识结构或板书设计 作业内容 所需时量 批阅方式 Level A基础作业：Copy new words and make sentences (one sentence each), read the 2d dialogue three times. Level B提升作业：Use 5 new words to draw a "family preparation flow chart" (label the task division). Level C拓展作业：Interview family members. "How to welcome guests" and record 3 ways in English. 20分钟 全批 主备人 备课时间 2025.8.22 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section A (3a-3c) 课型 语法 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 聚焦“can/could用于请求与许可”的语法内容，并能运用can/could 组成对话进行问答。 The analysis of the teaching material (教材分析) 【What】 本课时呈现的语篇聚焦“can/could用于请求与许可”的语法内容，包含三项语法练习活动。3a部分通过四个含can或could的问答句，让学生判断句子是请求（R）还是征求许可（P），如“Could you please sweep the floor?”为请求，“Could I hang out with my friends after lunch?”为征求许可，并呈现肯定与否定的回应方式。3b部分是选择题，给出四个选项（A-D），让学生选择合适的句子补全对话，对话场景涉及借用物品、请求外出、寻求搭载等，进一步巩固can/could在不同情境中的运用。3c部分则要求学生根据不同场景创编对话，场景包括在朋友家想借手机、向朋友询问课堂笔记、请邻居帮忙开门、让同学带清洁工具等，每个场景都需运用can或could表达请求或许可。 【Why】 本课时以多样化的语法练习为载体，旨在帮助学生掌握can和could在表达请求与许可时的用法。从语言功能来看，can和could是日常交际中常用的礼貌用语，准确使用能提升沟通的得体性；从语法角度，通过区分请求（向他人提出帮助）和许可（请求他人允许自己做某事），让学生理解两者的语义差异。练习场景均源于真实生活（如借物品、请帮忙、征求外出许可），使学生在贴近生活的语境中学习，避免机械记忆，增强语言运用的实用性和灵活性，同时培养学生的礼貌交际意识。 【How】 3a部分通过例句和标注，让学生直观感受can/could在请求与许可中的不同用法，通过判断R或P，明确两者的区别；3b部分采用选择补全对话的形式，引导学生结合语境选择合适的表达，如“Could I use your computer?”对应“if you are careful with it”的回应，体现请求的条件性；3c部分则通过场景创编，让学生主动运用can/could进行交际，从输入转向输出，实现知识的内化。整个过程由识别到选择再到创造，层层递进，帮助学生在实践中掌握can和could的用法，提升在真实场景中运用礼貌用语进行交际的能力。 The analysis of students (学情分析) 知识基础： 已掌握基础家务词汇（clean, buy）和句型 "What did you do?" 礼貌请求句型（Can/Could you please...?）、文化词汇（treasure hunt） Teaching objectives (教学目标) 1. 学生能够通过观察和分析语法聚焦部分含can/could的例句及回答，深入理解can/could在表达请求（requests）和许可（permission）时的不同用法及语义差异。 2. 学生能够掌握并准确运用can/could完成对话选择练习，在语境中正确选择和使用can/could提出请求或征求许可，提升语法运用的准确性和熟练度。 3.学生能够熟练运用can/could完成不同场景的对话创编，通过语境实践与合作交流，在具体情境中灵活运用can/could进行连贯表达，在小组互动中展示语言组织能力， The key and difficult points (教学重难点) 重点：学生认识并掌握can/ could 在日常对话中表示委婉请求的用法。 难点：识别听力中的细节，理解听力内容，运用can/could 在日常对话中表示委婉请求。 Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead-in 1. To show a mess room by using a picture for Ss to look and list some housework that will be needed. 2. Lead Ss to say some sentences for asking for some help or making polite requests. Write down and read for several times. Step 2 Presentation Work on 3a 1. Lead Ss to read the sentences in Grammar Focus and try to get the meanings. 2. To divide them into two groups: Ask for permission & make polite requests. 3. Explain "could" is used to politely request someone and request permission from someone to do something. And lead Ss to make sentences. Step 3 Practice Work on 3b 1. Ask Ss to choose the best question to complete the dialogue in 3b. 2. Read the dialogue in 3b in roles. 3. Work on 3C. (1) Pair work The teacher ask Ss to make up conversations for each setting, using can or could. Then pair work. (2) Group work T: You are having a school trip next weekend. Please in groups of four discuss how to prepare it. You can use "Could / Can you (please) ...?" making requests and " Can / Could I ...? " asking for permission. Assessment of Teaching Effectiveness 1. Observe Ss' answering based on the pictures, reviewing key phrases and sentences. 2. Observe whether Ss can accurately understand the meaning of sentences in the grammar focus, and whether they can appropriately use "could" to make polite requests and ask for permission when constructing sentences. Guide Ss in organizing their grammar knowledge. 3. Check and verify Ss' answers. Guide Ss in identifying the dimensions involved in making polite requests to others. Design Purpose 1. To stimulate Ss' interest and engagement through this approach, thereby introducing key sentence patterns and phrases. Learn how to make polite requests in English and introduce the new lesson. 2. Help Ss understand and master the grammatical knowledge of using "could" for polite requests and seeking permission, enhancing their language application skills through reading sentences and explaining the usage of "could". 3. Consolidate Ss' understanding of the sentence patterns " Could I ...? " and " Could you (please) ...? " in real-life contexts; develop Ss' language organization and practical application skills, and enhance their ability to communicate in English when making requests. 知识结构或板书设计 Unit 2 Home Sweet Home Section A What can you do for your home? Can/Could you please water the plants? Could you please sweep the floor? Yes, Dad. I'll do it at once. Could I hang out with my friends after lunch? Sorry, Jim, but you have to pack up your things first. Can I put some flowers on the table? Yes, good idea! Can you help me hang up the photos? Sure. / No problem! 作业内容 所需时量 批阅方式 Basic:Read the sentences fluently and recite it. Finish your task paper. Extended：Make up a conversation. 20分钟 全批 主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section B (1a-1d) 课型 阅读 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 本课围绕 “家庭团聚与家的意义” 展开，通过春节返乡的记叙文及诗歌，训练学生提取细节信息、梳理情感线索及感悟 “家” 的内涵的能力。 1a 通过讨论 “家带来的感受” 激活生活经验； 1b-1c 为阅读任务，阅读《春节回家》故事回答问题（地点、人物、情感）并完成家庭成员行为梳理（如爷爷迎接、奶奶准备零食）； 1d-1e 引导学生讨论家庭团聚的意义，结合诗歌《Home》分享对 “家” 的理解，深化对 “家是情感纽带” 的认知。 The analysis of the teaching material (教材分析) 本单元围绕“甜蜜的家”这一主题，通过一系列的活动与练习，让学生意识到家的重要性，以及维护打理一个温馨的家并不容易。在维护家庭和谐的同时，学生须掌握 can/could 表达委婉请求的用法，并能运用与“家”相关的词汇和表达，提升自已对家庭主题的语言描述能力。 The analysis of students (学情分析) 学生已能阅读简单记叙文，但对春节返乡的文化背景（如 “老家”“团聚习俗”）理解较浅，对情感词汇（如 “familiar taste”“tears of joy”）的把握不够精准。在从具体事件（如共进晚餐）提炼抽象情感（如 “归属感”）时，缺乏深度分析能力，需结合自身经历引导思考。 Teaching objectives (教学目标) 语言能力：能运用 “caught the train”“greeted grandparents”“set the table” 等短语描述家庭活动；掌握句型 “What did the family do? They...”; 理解情感描述词汇（familiar, happy, tearful）。 学习能力：通过略读与精读，提升提取关键信息（行为、情感）的能力；在小组讨论中学会用英语表达对 “家” 的理解。 思维品质：能按时间顺序梳理返乡事件，从具体场景（如厨房忙碌、晚餐欢笑）归纳家的情感意义，培养共情能力。 文化意识：了解中国春节团聚的传统习俗（返乡、聚餐），体会 “家” 在中外文化中的共通情感内核（爱与归属感）。 The key and difficult points (教学重难点) 重点：从记叙文中提取关键信息（家庭成员行为、情感），按时间顺序整理事件；结合文本与诗歌讨论 “家的意义”。 难点：理解含文化内涵的表达（如 “familiar taste of home”“tears in her eyes” 的情感寓意）。 Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead in 1. Show pictures of Spring Festival reunions (e.g., family dinner, greeting grandparents) and ask: "How do these pictures make you feel? What does 'home' mean to you?" 1. Write key feelings on the blackboard (warm, happy, safe). Step 2 Pre-reading 1. Introduce the story: "It's about a family going home for Spring Festival. Let's find out their experiences." 1. Ask prediction questions: "What might they do on the trip? How might they feel when they see grandparents?" Step 3 While-reading 1. Skimming: Ask students to read the story quickly and answer 1b questions (where they went, family members' actions). 1. Scanning: Guide students to complete the table in 1c (family members' actions to show love, e.g., Grandpa waited in the cold). 3. Explain emotional expressions: "familiar taste of home" (家的熟悉味道)、"tears in her eyes" (感动的泪水)。 Step 4 Post-reading 1. Organize group discussion on 1d: "Why is Spring Festival important for this family?" Provide clues from the text (e.g., "Grandma asked them to visit more often"). 1. Introduce the poem《Home》, read aloud, and ask: "What does the poem say about home?" 1. Guide students to connect the story and poem: "How is 'family and friends' the core of home?" Step 5 Explain pronunciation rules (5mins) 知识结构或板书设计 Unit 2 Home Sweet Home（Section B 1a-1e） Key phrases： - caught the train - greeted grandparents - set the table - familiar taste Timeline： Morning: got up early → caught the train Afternoon: arrived → greeted by Grandpa Evening: cooked dinner → enjoyed food → laughed together Key sentences： - What did they do? They waited/walked/cooked. - How did they feel? Happy, warm, tearful. Home means: family, love, belonging 作业内容 所需时量 批阅方式 Rewrite one scene from the story (e.g., the dinner) with your own family details. (must do) Write 3 sentences about your favorite family moment, using emotional words. (must do) Find a poem or song about home and share it next class. (can do) 20分钟 全批 主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section B (2a-2e) 课型 词汇 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 本课围绕 “家庭与社区相关词汇运用” 展开，通过 2a-2c 的阶梯式练习，实现从词到句再到篇的词汇学习。 2a 通过填字游戏（如 “look for something” 对应 “search”）训练词汇识别能力； 2b 借助短语搭配（如 “clean up the bathroom”“hang up the photo”）强化词汇组合能力； 2c 通过信件填空(涉及 “arrival”“invite”“community” 等词)提升词汇在语篇中的综合运用能力。目标词汇涵盖家务劳动、社区生活等场景（如 pack up, take out, community, ready），助力学生构建家庭与社区主题词汇网络。 The analysis of the teaching material (教材分析) 本单元围绕“甜蜜的家”这一主题，通过一系列的活动与练习，让学生意识到家的重要性，以及维护打理一个温馨的家并不容易。在维护家庭和谐的同时，学生须掌握 can/could 表达委婉请求的用法，并能运用与“家”相关的词汇和表达，提升自已对家庭主题的语言描述能力。 The analysis of students (学情分析) 学生已掌握 “clean”“hang” 等基础词汇，但在三方面存在不足：一是短语搭配意识薄弱（如混淆 “clean up” 与 “pack up” 的适用场景）；二是语境中选词能力欠缺（如误用 “arrive” 与 “arrival”）；三是词形变化易错（如 “invite” 的名词形式误写为 “invition”）。需通过针对性练习强化词汇在不同语境中的灵活运用。 Teaching objectives (教学目标) 语言能力：能运用 “clean up the bathroom”“hang up the photo” 等短语；掌握 “community”“arrival”“invite” 等词汇的含义及用法；理解并正确使用词汇的词形变化（如 invite→invitation, arrive→arrival）。 学习能力：通过填字游戏、短语搭配、信件补全，提升词汇辨析、语境适配及词形转换能力；在小组活动中学会分享词汇运用技巧。 思维品质：能根据上下文线索（如 “people living in the same area” 推断 “community” 含义），建立词汇与场景的关联逻辑。 文化意识：在家庭与社区语境中，感受 “互助”“友好” 等共通价值观（如 “ready to give a hand” 体现社区精神）。 The key and difficult points (教学重难点) 重点：掌握目标词汇的常见搭配（如 “take out the rubbish”“pack up the luggage”“invite to the party”）。 难点：区分易混淆短语（如 “hang up”（悬挂）与 “pack up”（打包））。 Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead in 1. Show pictures of family chores and community activities (e.g., cleaning the bathroom, hanging photos, community parties) and ask: "What are they doing? What words can you use to describe these actions?" 1. Write down key words (clean, hang, community) and guide students to expand into phrases (e.g., "clean the room"). Step 2 Pre-vocabulary 1. Present target words/phrases in 2a-2c (e.g., pack up, take out, community) with pictures and example sentences (e.g., "We pack up luggage before a trip."). 1. Explain core collocations: e.g., "hang up" + 物品（photo, clothes）；"take out" + 垃圾（rubbish, trash）。 Step 3 While-vocabulary 1. Exercise 2a (Crossword Puzzle): - Explain clues (e.g., "a room for sleeping" → "bedroom") and guide students to fill in the puzzle. - Highlight key words: "community" (people in the same area), "journey" (long trip). 2. Exercise 2b (Phrase Matching): - Ask students to match Column A (clean up, hang up) with Column B (the bathroom, the photo). - Check answers and explain usage differences (e.g., "pack up" for luggage, "clean up" for spaces). 3. Exercise 2c (Letter Completion): - Guide students to read the letter and predict context (community welcome). - Explain word form changes (e.g., "invite" → "invite sb. to"; "arrive" → "arrival"（名词）). - Students complete the letter, then discuss in groups. Step 4 Post-vocabulary 1. Organize a "Phrase Relay" game: Teams take turns acting out phrases (e.g., "take out the rubbish") for others to guess. 1. Theme sentence-making: Ask students to make sentences with "community", "invite", and "ready", using context from 2c. Step 5 Explain language points (8mins) 知识结构或板书设计 Unit 2 Home Sweet Home（Section B 2a-2c） Verbs/Phrases: clean up (the bathroom), hang up (the photo), pack up (luggage), take out (rubbish) Nouns: community, arrival, journey, bedroom, invitation Adjectives: ready (be ready to), free (feel free) 作业内容 所需时量 批阅方式 1. Write 1 phrase and 1 sentence for each of the 7 target words in 2a-2c. 1. Write a 50-word note to a neighbor, using at least 3 phrases from 2b (e.g., "Could you help hang up the photo?"). 20分钟 全批 主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section B (3a-3c) 课型 写作 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 这篇语篇旨在通过呈现张鹏的邮件，给读者展示一封请求朋友帮忙装饰房间的范例，让读者了解此类邮件的内容构成和表达形式。同时，作为写作范文，它为学生提供“请求他人帮忙装饰房间”的写作思路：如何说明请求帮忙的缘由（自己和弟弟想装饰房间）、描述房间现状及改造想法（墙壁颜色和图案的改变）、提出具体的帮忙事项（一起选油漆、带刷子、选照片等），引导学生学习“清晰、礼貌地请求帮助”的写作方法，传递“朋友间相互协作共同打造舒适空间”的理念。​ The analysis of the teaching material (教材分析) What:本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第五课时，围绕家居生活场景展开词汇、短语、阅读和写作的综合训练。本课时文本以一封电子邮件为载体，呈现了张鹏请求朋友John协助装饰房间的完整沟通场景。首先通过回忆此前帮助John装饰房间的经历建立联系，明确提出共同装饰新房间的求助意图；接着客观说明房间当前问题(蓝色墙壁上的卡通动物图案过于幼稚)，并提出改造方案，征求对方意见;然后明确时间、地点中心附与合作分工，并附带工具请求；最后粉刷完成后进一步寻求帮助，以开放式提问(“Let me know what you think”)结束，体现协商态度。 Why:本课时的设计旨在实现以下目标: 1.词汇与短语的内化:通过填字游戏和匹配练习，帮助学生掌握与家居、动作相关的核心词汇及常用短语，并能在句子中准确运用。 2.语境化语言应用:书信填空和阅读任务要求学生根据上下文选择恰当词汇，培养语篇理解能力。例如，社区信中“feel free to ask”需结合“friendly community”的语境推断。 3.逻辑思维与写作能力:排序练习引导学生关注邮件写作的逻辑顺序，而写作任务则要求模仿结构化表达，清晰列出求助事项。 4.交际功能培养:通过“请求帮助”这一真实情境，训练学生礼貌、具体的语言表达（如“Could you please...?” “Let me know what you think”），提升实际沟通能力。 How:通过填字游戏巩固单元新词(如“nod,valuable,journey”等)，并匹配动词短语(如“clean up,hang up”)完成句子; 在社区欢迎信中填入关键词(如 “arrival,invite”)，强化语境中词汇的应用能力; 通过张鹏的邮件，分析其请求朋友帮助装饰房间的具体内容(如刷墙、选照片),将张鹏邮件中的请求按逻辑重新排列，训练信息组织能力;模仿范例，撰写邮件请求朋友协助装饰房间，需涵盖购物、工具准备等。 The analysis of students (学情分析) 1.学生基本情况 学生已具备基础英语词汇和简单句型的表达能力，能够理解日常生活相关话题(如家庭、房间、社区活动),对“装饰房间”“社区活动”等生活化话题感兴趣，愿意参与动手实践类任务。 2.已有知识经验 熟悉常见家居词汇(如 “bedroom,living room”)、基础动词短语(如“clean up,go shopping”)及简单请求句型(如“Can you...?”)。 3.学习难点预测 高阶词汇的准确运用(如“valuable”“community”)。 书信写作中需兼顾格式、逻辑与礼貌语气，部分学生可能缺乏条理性。 4.教学对策 提供词汇分类表，搭配图片辅助记忆。 Teaching objectives (教学目标) 语言能力 1.Students will be able to recognize and use unit-specific vocabulary (eg, community, valuable, journey, nod) and phrasal verbs (eg, clean up, hang up, pack up) accurately. 2.Students will extract key details from an email (eg, Zhang Peng’s requests) and organize information logically (eg, sequencing steps for room decoration). 文化意识 1.Students will compare polite request styles across cultures and apply culturally appropriate language. 2.Students can better understand and actively help others, enhancing the awareness of loving labor and willing to help others. 思维品质 1.Read the email, accurately extract the content of Zhang Peng's request to friends, and exercise the ability to extract and summarize information. 2.Students will sequence steps in a process and structure emails with clear paragraphs (problem→plan→request). 学习能力 1.Students will deduce word meanings from context (eg, inferring valuable from "high price" in the puzzle). 2.Students will self-correct writing using peer/teacher feedback (eg, revising emails for clarity and politeness). The key and difficult points (教学重难点) 重点：Use the correct vocabulary in different contexts, and use appropriate language and logic to clearly express requests and ideas. 难点：Extract key information from Zhang Peng’s e-mail, summarize the key points and apply it to your own writing. Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead-in T:At the beginning of our class,let’s have a revision about the story “Going Home for the Spring Festival”. Don’t forget our homework of Level A.Who can show your own mind map and retell the story to us? Step 2 Pre-writing 1. Before the students write, teacher explains the format of the email with the email from 3a as an example: recipient, subject, greeting, body, ending, signature, etc. 1. Use the email from 3a as an example to mark the parts such as "description of the current situation, plans and specific requests", and set the requirements for the students' writing. Step 3 While- writing Work on 3c 1. Guide students to write an email to ask a friend to help decorate their rooms. Remind them to use the words and expressions they have learned and provided in 3c, and pay attention to the logical order and polite expressions. 1. Encourage students to increase detailed descriptions of the current state of the room and expectations for the decorative effect, using a variety of sentence patterns. 1. Circulate to guide students, helping them solve problems they encounter in writing, such as vocabulary usage, sentence structure, etc. Step 4 Post-writing 1. Display the evaluation form, including the structure of the email, content integrity, sentence rationality, etc. 1. Invite 2-3 students to read their own emails, and teacher leads the whole class to evaluate according to the evaluation form. 1. Organize students to evaluate each other according to the evaluation form. Step5 Summary Review key points of the lesson:model e-mail structure, writing details. 知识结构或板书设计 Unit 2 Home Sweet Home Section B (2a-3c) Email Structure: 1. Recipient:to xxx 1. Subject:write for what 1. Greeting:Hi xxx 1. Opening (purpose): 1. Body (current situation - plan - requests) 1. Ending 1. Signature:Best,xxx 作业内容 所需时量 批阅方式 Level A: Imagine you are John,write an email to Zhang Peng, give him some more advice.( at least 60 words) Level B: Make a vlog about the decoration style of your bedroom and introduce the content in English. Level C: Spending time with family is a truly precious and joyful experience. If you are Li Hui, and your class is having a theme class meeting called "Memories of Home”,please recall an event of significance that occurred in your home, and write an English essay to share with your classmates according to the following prompts. 20分钟 全批 主备人 备课时间 教出时间 教案编号 教学内容 Unit2 Home Sweet Home Section B (Project) 课型 项目活动 时间分配 教师讲授时间 20 minutes 学生活动时间 20 minutes Contents of teaching (教学内容) 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。 The analysis of the teaching material (教材分析) What: 本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第六课时，该项目围绕“Find out who does the most chores at home”展开，通过表格勾选、问卷调查、数据汇报等任务环节，引导学生用英语探讨家务劳动分配问题，反思部分通过开放性问题（如家的意义、如何营造舒适家庭环境）引导学生关联生活体验，从劳动实践延伸到对“家”的情感理解。 Why: 通过调查家务分工，引导学生反思家庭责任分配的公平性，认识到劳动对家庭运转的重要性。结合谚语“East or west, home is best”，项目将语言学习与“家”的情感价值联结，帮助学生理解家务劳动背后的文化意义——维护家庭和谐与归属感。 How: 利用图片或视频展示常见家务场景，预教词汇（如用动作模仿sweep the floor）；通过“家务转盘”游戏随机抽取任务，让学生用“I often...”造句；分组进行采访，指导学生用多样化句式记录答案（如频率副词usually/sometimes、表达观点的句型“I think chores are...”）；提供表格模板汇总数据，辅以图表生成工具（如柱状图对比家务频率），让汇报更直观；通过情景角色扮演（如“用could请求家人帮忙”），强化礼貌用语，结合艺术创作将语言输出与情感表达结合。 The analysis of students (学情分析) 1.学生基本情况 本课的教学对象为初中八年级学生，处于英语学习的基础到过渡阶段。他们在日常生活中已接触过部分家务相关的词汇（如clean, wash, cook），但可能对更具体的表达（如fold the clothes, sweep the floor）不够熟悉。此外，学生已初步掌握一般现在时和频率副词（often, sometimes）的用法，但在实际交际中可能缺乏灵活运用的机会。 2.已有知识经验 能理解简单的调查指令，并运用基础句型（如“I usually...”）回答问题,对家庭生活话题有亲身经历，容易产生共鸣，参与讨论的积极性较高。 3.学习难点预测 部分学生可能对“家务分工”的公平性缺乏反思意识，需引导其从被 动接受任务转向主动思考家庭责任。 在采访和汇报环节，部分学生可能因语言储备不足而依赖简单句，需提供句式支架。 4.教学对策 提供词汇视觉辅助（如家务图片匹配单词）;对于基础层的学生简化采访问题。 Teaching objectives (教学目标) 语言能力 1. Students will be able to recognize and use household chore-related vocabulary (eg, sweep the floor, fold the clothes, take out the rubbish). 1. Students will practice frequency adverbs (always, often, sometimes) and modal verbs(can/could) to make polite requests. 文化意识 1.Students will explore the proverb"East or west, home is best" to understand how chores contribute to family harmony. 2. Students will practice making polite requests ("Could you...?") to reflect respectful family communication. 思维品质 1. Students will analyze survey data to compare chore distribution (eg, "Who does the most chores? Is it fair?"). 1. Students will organize information to present findings logically. 学习能力 1. Students will interview peers and work in groups to compile data, enhancing teamwork skills. 1. Students will use visual aids (eg, chore charts) and digital tools(eg, creating bar graphs) to present results. The key and difficult points (教学重难点) 重点：Students will conduct surveys using target questions ("What chores do you do?") and report findings in simple sentences ("Three students walk the dog daily."). 难点：Structuring a coherent project report (goals-tasks-evaluation) and using visual aids (charts) to present chore distribution. Teaching methods (教法) 1.任务教学法 2.情景教学法 Learning methods （学法） 1.小组合作法 2.自主探究法 Teaching Aids (课前准备) 学生预习准备 课本，笔记本 教师教学准备 希沃课件，教案，熟悉大屏教学端及一体机的使用 Teaching reflection (教学后记) 年 月 日 注：1.本页手写；2.“课型”栏填写新授课、练习课、活动课、复习课、作文课等；3.其他栏均在授课前写好，“教学后记”栏在授课后写好。4.推门听课的行政、督学、教研组长等的签字位置在“教案编号”栏上面。 教学过程 （“三讲三不讲”：讲重点、难点，讲规律、拓展，讲易错、易漏、易混点；学生已会的不讲，学生自己能学会的不讲，讲了学生也不会的不讲） 主备栏 二次备课栏（手写） Step 1 Lead-in The teacher presents some pictures of household-related scenarios and provides the sentence pattern: A: Can/Could you please...? B: Sure./Sorry, I have to... Let students practice dialogue based on the scene. Step 2 Ticking Work on 4a 1.Introduce the project:Today we’ll learn the project “Find out who does the most chores at home”. 2.The teacher presents the table of 4a, and asks students to read aloud these phrases related to housework, making sure they know the meanings and pronunciation. 3.Have students tick the chores they do at home, and leave a space in the last column to add other chores. Step 3 Do a survey Work on 4b 1. T:Let’s do a class survey. You need to ask your classmates the following questions: ①What chores do you do? ②How often do you do chores? ③What do you think about doing chores? 1. Teacher invites a student to demonstrate to the whole class. For example: T:What chores do you do? S:I clean the room, take out the rubbish and water plants. T:How often do you do chores? S:Almost every day. T:What do you think about doing chores? S:It makes me feel great. 1. Teacher gives the students a set time to carry out a class survey, actively asking their classmates and recording the survey results, and can use charts to summarize the results. The teacher patrols and provides guidance and assistance when necessary. Step 4 Reporting Work on 4c 1. Organize several students to come to the front to report the survey results. For example: We did a class survey about doing chores at home. Here are the results. Mary is helpful at home. Every day she helps set the table and do the dishes.Our classmate Tom is helpful too. He often waters plants, cleans up the bathroom and folds the clothes. As for John, he hardly ever does chores. He thinks doing chores is a waste of time... 1. When the student representatives finished the report, teacher shows the evaluation form and organizes other students to score their performance. Step5 Moral education Work on 4d T:Now let's look at who does the most chores at home based on the survey results. Discussion T:Now let's discuss a question: Do you think teenagers should do chores at home like Mary? Why? State your reasons. S1:I think teenagers should do chores, it can cultivate our good habits. S2:I think teenagers should do chores, we are all members of the family, we should share chores with our parents. Watch and think Teacher plays a short video about family and chores and asks:What can you learn from the video? T:Do chores together. Make our home clean and sweet. Step6 Summary Summarize the content learned in this class, including phrases, reports, and emotional attitudes towards family and chores. 知识结构或板书设计 Unit 2 Home Sweet Home Section B (Reflecting) 作业内容 所需时量 批阅方式 Level A: Do a survey about what chores your family members do at home and share the result with your friends. Level B: Write a short essay in 6-8 sentences: "My Chores and My Family"(Content should include frequency, feelings, and improvement ideas). Level C: Based on the survey data of the class, use bar graphs to compare the difference in division of household chores between boys and girls, and write a letter of to parents ("We suggest assigning chores equally because..."). 20分钟 全批 学科网（北京）股份有限公司 $