Unit2 SectionA(1a-1d)教学设计 2025-2026学年人教版英语八年级上册

2026年五原县中小学优秀教学案例大赛 ---初二年级上册Unit2 SectionA(1a-1d)教学设计 课程基本信息 主备人 牛晓红 课型 新授课 学科 英语 年级 八年级上册 学段 初中 版本章节 Unit2 SectionA (1a-1d) 教学目标 能够掌握描写不同家务的词汇，能够用恰当的动词及词组描述不同家务劳动；能够掌握询问如何做家务的相关句型。（学习理解） 能够在听力语篇中准确获取信息，在日常交流中就家务劳动进行问答；能够运用目标词汇与句型进行口头语言输出。（应用实践） 能够表达自己会做哪些家务并采访同学，整理对话进行表达。（迁移创新） 教学重难点 重点：家务相关词汇的认读与运用；Can/Could you please...?礼貌请求句型的理解与使用。 难点：在听力材料中快速抓取与家务相关的关键信息；在真实语境中自然、得体地使用礼貌请求句型完成交际。 学情分析 八年级学生具备基础英语听说能力，掌握简单日常交际用语，熟悉家庭生活相关话题，学习代入感强。 学生已会基础动作词汇与简单请求句式，但系统家务短语积累匮乏，句式运用不够规范地道。学生具备一定听力抓取信息能力，但是快速捕捉关键短语、人物对应信息仍存在难度。课堂乐于参与互动交流，但部分学生口语表达胆怯，语气生硬，灵活创编对话能力有待提升。 教学准备 教学课件（含音频）、PPT课件、听力任务单、图片素材。 教学过程 环节 教师活动 学生活动 设计意图 Ⅰ. Lead-in 1. Greet students and lead students to view the video. 2. Give a question to think:What chores do they do? 1. Enjoy the video. 2.Think about the question carefully and share answers. Stimulate the students' interest in learning and enable them to integrate into the class. Ⅱ.Pre-listening 1.Ask students two questions:How about you? What chores do you usually do at home? 2.According to students’ pictures and speak out the chores they do. 3. Ask students to think : What else chores do you do? 4.Stand and say the phrases quickly. 5.Make conversations with your classmates. 1.learn the new words and phrases about chores according to the pictures. 2. Speak out additional chores 3. Work in pairs.Ask and answer. Help students master the necessary expressions in this unit and lay a foundation for learning and speaking. Ⅲ. While-listening 1. Play the first conversation for 1b and guide students to tick the chores. 2. Listen to the 1st conversation.Tick the things that Jim’s dad asks him to do.1b.Listen to the conversation and fill in the blanks. 4.Listen to the 2nd conversation again and finish 1c. 5. Listen and fill. Then follow and check. 1. Listen and tick the chores Jim's dad asks him to do. 2. Listen again and fill blanks. Then, read the dialogue in roles. 3. Listen and match people with their chores. 4. listen again and fill in. We can help students develop the ability to identify key information. Ⅳ. Post-listening Lead students to think about the question: What does the“ home” mean to you ? Discuss with partners and share ideas. Possible answers: warm, happy, love…… By creating a question, we aim to cultivate students' transferable innovation skills, enabling them to apply the knowledge. 板书设计/课堂小结 板书设计 Unit2 SectionA 1a-1d phrases sweep the floor clean the bathroom pack up things hang up photos grow flowers Sentence patterns —Could you please…? —Sure, no problem. —Sorry, I have to… Summarize the key content in this lesson This class we learned some phrases about housework. We mastered the sentence patterns for making polite requests. We practiced listening skills and made simple conversations in class. Everyone should share housework at home and love our family. 教学反思 本节课围绕家庭家务展开听说教学，课堂情境贴近生活，学生学习积极性较高。教学由词汇输入过渡到听力训练，再进行口语运用，环节条理清晰，顺利完成本课基础教学目标，同时渗透分担家务的情感教育。 课堂仍存在些许不足，部分家务短语学生掌握不够牢固，听力答题技巧讲解不够细致。课堂口语展示环节时间较为紧张，少数基础薄弱学生参与度不高。 今后教学中，我会精简课堂流程，合理把控授课时间。加强词汇巩固练习，细化听力方法指导，多关注学困生，设计分层练习，全面提升课堂实效，打造高效听说课堂。 — - 1 - — 学科网（北京）股份有限公司 $