Unit 2 Home Sweet Home Section A 1a-1d Pronunciation(教学设计） 2025-2026学年人教版英语八年级上册

该初中英语教学设计聚焦家务词汇（如“pack up, sort into”）和“Could you/I...?”句型，以及“or, oor, oo& u”发音技巧。课堂导入从Lucas的家切入，用图片、视频呈现家务场景引入词汇，再通过Jim的家的听力任务（预测、分段听）巩固句型，最后以班级为“家”创编对话，形成“具体场景—句型操练—真实应用”的学习支架。 特色在于“家”主题贯穿始终，真实语境（家庭到班级）提升语言能力，多模态活动（视频、Chore Match-Up游戏）和分层任务（分段听力、角色扮演）培养学习能力。如“Chore Match-Up”游戏巩固词汇，分段听力帮助抓关键信息，助力学生提升听说与思维灵活性，教师可借分层设计高效落实目标，夯实语言基础。

Unit 2 Home Sweet Home Section A 1a-1d Pronunciation 教学目标 1.Knowledge aims:Help students master chores vocabulary including "pack up, sweep, sort into" and target language including "Could you/I...?" and so on. 2.Ability aims: Help students improve the pronunciation and pause skills: master the pronunciation of “or, oor, oo& u”; improve the speaking skills: use “Could I/ you...?” to ask for permission and make a request. 3.Emotional aims: Help students know polite ways to communicate and cultivate students’ emotion of cooperating to do chores and caring each other at home. 重点难点 1. Important points: master the target language and pronunciation strategies. 2. Difficult points: improve the listening and speaking ability and express requests freely. 学情分析 The students can understand some words of chores and simple sentences. But they are still lack of pronunciation and reading strategies. They are curious about new things and have a strong desire to know about other people’s home and life Teaching procedure 教与学设计 备注 Step 1. Lead-in 1. Introduce the topic: “Home, Sweet Home.” Clearly state the lesson objective: to explore different types of “homes”. 2. Present the first home: the home of a boy named Lucas. Show images of Lucas and his father doing household chores and ask: What are they doing? Where are they? How do they feel? Step 2.Presentation - New Words & Sounds (15 mins) 1. Video Introduction: Watch a short video showing how each family member in Lucas’s home shares different chores. Learn vocabulary related to household tasks. 2. Teach New Phrases: Introduce and drill phrases such as pack up, hang up, etc. Emphasize vowel sounds (e.g., / /, /u /, / /) through modeling and repetition. 3. Game: Chore Match-Up: Play an interactive matching game where students pair household chores with the correct English phrases. Step 3. Listening & Speaking( 1b) (Visit another home: Jim’s home.) 1. Pre-listening: Show an AI-generated image of Jim and his father with unpacked boxes. Encourage students to predict: What big event is the family preparing for? What do they need to do? 2. While-listening: Play the 1b audio. Students circle and tick the correct answers. Play a custom video dialogue between Jim and his father with subtitles. Students can check their answers by watching the video. 3. Post-listening: Display the audio script with pause markers. Guide students to imitate rhythm and intonation. 4. Role-play: Students act out the dialogue between Jim and his father, focusing on tone and pauses. Step 4. Listening & Making conversations( 1c) (Visit Jim’s new home.) 1. Pre-listening: Show an AI-generated image of Jim’s new house. Introduce key vocabulary (e.g., balcony, living room). Ask: What is the new house like? 2. While-listening: Play the 1c audio. Students fill in the names. Break the listening into three parts (Jim-Dad, Peter-Mum, Helen-Mum). After each segment, students match people with actions. 3. Post-listening: Highlight all “Could I/we...?” and “Could you...?” expressions. Discuss their communicative function and common responses. Group activity: Students role-play as Jim, Peter, Helen, Mum, or Dad and create dialogues using these structures. Step 5. Task: Make Class 3 a Sweet Home (Reveal the next home: Our class — a big family.) 1. Students brainstorm tasks that can be done in the classroom. 2. They write short dialogues using “Could I...?” or “Could you...?”. 3. Volunteers share their dialogues. Provide feedback. 4. Teacher uses “Could you...?” to encourage students: “Could you read aloud? Believe in yourself.” “Could you try it again? I know you can do better!” Step 6. Conclusion The underlying theme of the lesson is revealed: Everything we do at home is out of care. It is this care that makes our home a ”Sweet Home”. Step 7. Homework Have to do: Make up conversations with “Could I/ you...?” Try to do: Make a short video according to your conversation This image aligns with the main unit theme but feels more relatable to students, making the context more Through visiting Lucas’ home, students learn that a home is where everyone cooper ates to do the chores. From visiting Jim’s home, students learn to ask for permission usin g: “Could I...?” The pre-listening part can help students learn about new words in listening material. This segmented approach simplifies a potentially challenging task. In Jim’s new home, students learn to request politely using “Could you please...?” In the big home, students learn they should encourage each other — because nobody is perfect 教学反思 本次教学设计以“家”为主题,围绕“家务合作”、“礼貌请求”等真实语境展开教学,力图体现《义务教育英语课程标准(2022 年版)》所倡导的核心素养导向、真实语境创设与学科育人价值。在设计过程中,我注重将语言学习与生活实际相结合,强调学生在语境中感知、体验、运用语言,同时渗透合作、关爱、责任等价值观教育。 在导入环节,进行了情境创设与动机激发,通过 Lucas 一家做家务的图片引导学生进入主题,学生反应积极,能快速联系自身家庭经验。只是,他人的视频和图片虽能引起兴趣,但若能加入一段学生自家做家务的短视频或照片分享,更能增强代入感,体现“学生中心”理念。新课标依据:强调教学应贴近学生生活,激发真实表达欲望(课程内容六要素中的“主题”与“语篇”)。 而在词汇与语音教学部分,通过视频、图片、游戏等多种方式呈现词汇,多模态输入与操练,语音训练有针对性,学生参与度高。但语音训练部分仍以模仿为主,缺乏学生自主发现发音规律的环节。今后可设计“音素分类游戏”,引导学生归纳发音规则,提升学习策略。新课标也告诉我们,语言知识学习应注重“形式—意义—使用”的统一,语音教学应服务于交际需要。 在听力教学部分,将听力任务分为预测、听中抓关键信息、听后模仿与表演,层次清晰,学生基本能完成目标。部分学生在听长对话时存在信息遗漏,今后应在听前提供关键词或问题导向,引导学生有目的地听,体现“学习策略”培养。注重对学生听力策略指导,提升学生获取、处理信息的能力。 口语输出部分,有角色扮演与任务拓展,学生能使用“Could I/you...?”进行简单对话,角色扮演环节气氛活跃。但是部分学生表达仍停留在句型套用,缺乏真实交 际的灵活性。这里考虑可以增设“情景卡”任务,如“你想养宠物,如何说服父母?”提升语言运用的真实性与思维深度,但时间有限,仅作备选。不过,口语交际应体现“真实性、互动性、思维性”,避免机械操练。 情感升华与迁移:通过“Make Class 3 a Sweet Home”任务,学生尝试用英语表 达班级事务中的合作与请求,情感目标初步实现。任务设计略显理想化,部分学生对话内容雷同或不知从哪说起。此处是否该引导学生先讨论,再创编对话?以此增 强情感体验与语言内容的个性化。引导学生形成正确的价值观和良好的品格。 亮点:主题贯穿始终,从家庭到班级,体现“家园”概念的拓展与升华;任务设计层次分明,从理解到表达,从模仿到创编,符合语言习得规律 学科网(北京)股份有限公司 $