Unit 2 第1课时 Section A 1a-1d （教学设计）英语新教材人教版八年级上册

该初中英语教学设计聚焦家务活动词汇（如sweep the floor等）及礼貌请求句型（Can/Could you please...? Can/Could I...?），通过单元封面图观察、家庭乔迁派对视频导入，结合学生搬家经历头脑风暴，搭建从生活经验到语言学习的支架。 特色在于情境教学与任务型教学结合，听力任务层层递进（1b信息筛选、1c细节填空及脚本分析）提升语言能力，角色扮演和乔迁派对对话创编（1d）培养思维品质，主题讨论“家的意义”渗透文化意识，分层作业（基础/进阶/拓展）促进学习能力。助力学生提升听说技能与家庭责任感，为教师提供目标明确、活动可操作的教学方案。

基于课程标准的“教-学-评”一致性课堂教学设计 科目 英语 授课教材 人教版八年级上册 授课题目 Unit 2 Home Sweet Home Section A (1a-1d) 课时 课型 第 1课时 听说课 主题情境 人与自我（家庭生活、家务劳动） 授课教师 语篇研读 【What】 本课核心语篇由三部分组成：1）一组与家务活动相关的图片及短语（1a），涵盖sweep the floor, clean the bathroom, pack up things, hang up photos, water plants, feed the fish等核心表达；2）两段关于搬家准备的听力对话（1b-1c），第一段对话为Jim与父亲关于整理物品的简短交流，第二段对话为全家人在新房子中分配家务的完整场景，涉及Jim、Helen、Peter与父母的互动；3）一个角色扮演任务（1d），要求学生分组创编关于乔迁派对准备的对话。语篇通过“搬家准备”这一真实情境，自然呈现了“Can/Could you please...?”（礼貌请求）和“Can/Could I...?”（征得许可）两组核心句型。 【Why】 旨在通过“搬家后布置新家”这一贴近学生生活的场景，引导学生学习如何用英语礼貌地向他人提出请求和征得许可，理解家庭成员之间互相帮助、共同分担家务的重要性。通过听力输入和口语输出，培养学生得体使用情态动词进行日常交际的能力，并初步感知“家”的意义——家不仅是住所，更是爱与责任的港湾。 【How】 采用“情境导入—词汇学习—听力输入—口语输出—迁移创新”的听说课模式。导入环节通过单元封面图和视频激活学生关于搬家和家务的背景知识；词汇学习通过图片匹配和句型操练（1a）帮助学生掌握核心短语；听力任务（1b-1c）层层递进，从信息筛选到细节填空再到角色扮演，训练学生的听力策略和口语表达能力；产出任务（1d）通过角色分配和对话创编，实现语言的创造性运用。 学情分析 学生为八年级学生，已具备一定的英语基础和日常交际能力，对“家务劳动”这一话题有切身的生活体验。但学生对于情态动词can/could在请求和许可中的礼貌程度差异（could比can更委婉）可能缺乏明确认知；部分学生可能在听力中难以捕捉关键信息，或在口语表达中忽略礼貌用语的使用。因此，需要通过清晰的示范、分层听力任务和充分的句型操练来帮助学生掌握。 课标要求 ● 能听懂有关熟悉话题的简短对话，识别主题，获取主要信息。 ● 能就简单的话题提供信息，表达简单的观点和意见，参与讨论。 ● 能在口语活动中使用正确的语音、语调，表达礼貌。 ● 能根据话题进行情景对话，并尝试进行角色扮演。 教学目标 通过本节课学习，学生能够： 1. 听懂并识别与家务活动相关的词汇和短语（如：sweep the floor, clean the bathroom, pack up, hang up, water the plants, feed the fish等）；理解并运用句型“Can/Could you please...?”和“Can/Could I...?”来提出礼貌的请求和征得许可。（学习理解） 2. 运用目标句型模拟家庭场景中的对话，进行礼貌的请求与回应；运用听力中获取的信息，完成信息匹配和填空任务；在角色扮演中正确使用情态动词can/could表达请求和许可。（应用实践） 3. 在新的家庭场景中（如为客人来访做准备）创造性地运用目标语言进行交流；思考“家”的意义，理解家庭成员之间的互助与关爱，形成对家庭责任的初步认识。（迁移创新） 教学 重难点 重点：​ 掌握家务活动相关词汇和短语；运用“Can/Could you please...?”和“Can/Could I...?”句型进行礼貌请求和征得许可。 难点：​ 区分can和could在礼貌程度上的差异；在角色扮演中根据角色身份（长辈/晚辈）恰当选择请求方式。 核心语言 【核心词汇】 家务活动：sweep the floor, clean the bathroom, pack up things, hang up photos, water plants, feed the fish, fold the clothes, make the bed, wash the dishes, take out the rubbish, clear the table, sort the books, cut the branches and leaves, grow some flowers 其他核心词：sort, hang, invite, pack, bedroom, balcony 【核心句型】 提出请求：Could you please + 动词原形...? / Can you + 动词原形...? / Would you like to + 动词原形...? 征得许可：Can I + 动词原形...? / Could I + 动词原形...? / Could we + 动词原形...? 回应请求：Sure. / No problem. / Of course. / Sorry, I have to... first. 提醒事项：Remember to + 动词原形... 教学工具 PPT课件、音频资源（1b, 1c）、家务活动图片卡片、角色扮演任务单 教学策略 情境教学法、任务型教学法、听说教学法、合作学习法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead-in (5min) 1. Unit Cover Exploration:​ Show the unit cover page. Ask guiding questions: “What are the people doing in the photo? Where are they? How do you think they feel?” Elicit responses like “doing housework”, “at home”, “happy”. 2. Unit Goals Preview:​ Present the four unit goals on PPT: talk about what you can do for your home; make polite requests and ask for permission; find more ways to make a home comfortable; explore the meaning of home. 3. Video Watching:​ Play a short video about a family preparing for a housewarming party. Ask: “What are they doing in the video?” 4. Think and Share:​ Ask: “Have you ever moved to a new house? What did you do to prepare?” and “If you are going to have a party at your new home, what do you need to do?” Guide Ss to brainstorm: clean the house, decorate the room, buy food, invite friends, etc. 1. Observe the cover page, answer questions, and share ideas about the picture. 2. Read the unit goals and understand what they will learn in this unit. 3. Watch the video and identify the activities shown. 4. Think about personal experiences and brainstorm preparations for a house party. 1. 通过单元封面图引发学生对主题的初步感知，激活背景知识。 2. 呈现单元目标，帮助学生建立对本单元的整体认知。 3. 通过视频导入，直观展示搬家准备场景，激发学习兴趣。 4. 头脑风暴活动将话题与学生的生活经验相连，为后续词汇学习做铺垫。 效果评价：观察学生对封面图的观察和描述能力。通过提问“What do you need to do for a party?”，评估学生对家务活动的已有词汇量。 Part 2： Pre-listening (8min) 1. 1. Scenario Introduction:​ Present the scenario: “Helen‘s family has just moved to the new house. Look! There is so much work to do before the party. What are they doing?” 2. Vocabulary Presentation (1a):​ Show the six pictures and phrases from 1a one by one (sweep the floor, clean the bathroom, pack up things, hang up photos, water plants, feed the fish). Drill pronunciation. 3. Extended Vocabulary:​ Present additional chore-related phrases from the PPT (fold the clothes, make the bed, sort the books, wash the dishes, take out the rubbish, clear the table, cut the branches and leaves, grow some flowers). Use pictures to illustrate. 4. Matching Activity (1a):​ Guide Ss to match the phrases with the correct pictures in 1a. Check answers. 5. Personal Sharing:​ Ask: “Do you do these things at home? What chores do you do?” Have Ss share using sentence frames: “I often _____. And I _____ every day at home.” 6. Target Structure Presentation:​ Present the key sentence patterns on PPT: “Could you please + 动词原形...?” (polite request) and “Can I + 动词原形...?” (asking for permission). Model and drill. 1. Listen to the scenario and get familiar with the context. 2. Learn the pronunciation and meaning of the six core phrases. 3. Expand vocabulary by learning additional chore phrases. 4. Complete the matching activity in 1a. 5. Share personal experiences using the sentence frame. 6. Learn and practice the target sentence patterns. 1. 通过情境导入，使词汇学习在真实语境中进行。 2. 核心词汇和扩展词汇的分层呈现，满足不同层次学生的需求。 3. 匹配活动（1a）帮助学生建立词汇与意义的联系。 4. 个人分享活动将词汇学习与学生的实际生活结合，增强记忆。 5. 目标句型呈现为听力理解和口语输出奠定语言基础。 效果评价：通过匹配活动检查学生对词汇的理解。通过个人分享的句子，评估学生能否正确使用词汇和句型。抽查学生朗读词汇的发音准确性。 Part 3： While-listening (12min) 1. Listening Strategy Instruction:​ Introduce the strategy: “观察标注法”——before listening, read the options carefully and predict what you might hear. 2. First Listening – Tick the Tasks (1b):​ Play the first conversation. Have Ss tick the things that Jim’s dad asks him to do. Check answers. 3. Second Listening – Fill in the Blanks (1b):​ Play the first conversation again. Have Ss fill in the blanks in the transcript. Check answers and read aloud. 4. Third Listening – Match People with Tasks (1c):​ Play the second conversation. Have Ss match the people (Jim, Peter, Helen, Mum, Dad) with what they will do. Check answers. 5. Fourth Listening – Fill in the Blanks (1c):​ Play the second conversation again. Have Ss fill in the blanks in the transcript. Check answers. 6. Script Analysis:​ Show the complete transcripts. Guide Ss to identify: a) Sentences used for asking permission (Can I...? Could I...?). b) Sentences used for making polite requests (Could you please...?). c) Responses (Sure. No problem. Sorry, I have to...). 1. Learn the listening strategy. 2. Listen for the first time to identify tasks mentioned. 3. Listen a second time to complete the transcript. 4. Listen for the third time to match people with tasks. 5. Listen a fourth time to complete the second transcript. 6. Analyze the scripts to identify target structures. 1. 听力策略指导帮助学生提高听力效率。 2. 第一次听力任务（勾选）训练学生抓取关键信息的能力。 3. 第二次听力任务（填空）训练学生听取细节的能力。 4. 第三次听力任务（匹配）训练学生信息匹配的能力。 5. 第四次听力任务（填空）再次强化细节听取。 6. 脚本分析帮助学生关注目标句型，实现从听到说的过渡。 效果评价：检查1b勾选和填空的准确性。检查1c匹配和填空的准确性。通过提问“Which sentence does Jim use to ask for permission?”，评估学生对目标句型的识别能力。 Part 4： Post-listening (10min) 1. Role-play (1c):​ Have Ss work in groups of four to role-play the second conversation. Assign roles: Jim, Dad, Helen, Mum, Peter. Encourage Ss to use appropriate intonation and body language. 2. Scenario Setup (1d):​ Present the scenario: “Helen’s housewarming party is this weekend! But there is still a lot of work to do. Work in groups of four. One of you is Helen, and the others are Helen’s family members. Make a plan and ask for help.” 3. Step-by-step Guidance:​ Guide Ss through three steps: Step 1 – Assign roles (Student A: Helen, Student B: Dad, Student C: Mum, Student D: Brother/Peter). Step 2 – Assign tasks (each person chooses 2-3 chores from the list). Step 3 – Create a dialogue (use the target sentence patterns to make requests and ask for permission). 4. Group Practice:​ Give groups 4-5 minutes to prepare and practice their dialogues. Circulate and provide support. 5. Class Performance:​ Invite 2-3 groups to perform their dialogues in front of the class. 6. Theme Discussion:​ After performances, lead a brief discussion: “What does ‘home’ mean to you? Why is it important to help with housework?” Conclude with the proverb: “East or west, home is best.” 1. Role-play the second conversation in groups. 2. Understand the new scenario for the creative task. 3. Follow the three steps: assign roles, assign tasks, create dialogue. 4. Practice the dialogue in groups. 5. Perform the dialogue for the class. 6. Participate in the discussion about the meaning of home and family responsibility. 1. 角色扮演活动帮助学生内化听力内容，训练口语表达。 2. 1d任务创设新情境，引导学生进行创造性语言输出。 3. 分步骤指导降低了任务难度，确保每组都能完成任务。 4. 小组练习提供充足的实践机会。 5. 班级展示为学生提供展示平台，增强成就感。 6. 主题讨论升华情感态度，呼应单元主题“Home Sweet Home”。 效果评价：观察角色扮演中学生使用目标句型的准确性和流利度。倾听小组对话的创编质量，评估学生能否在新情境中创造性地运用所学语言。通过讨论环节，评估学生对“家”的意义的理解。 Part 5： Summary (2min) Summarize the key content in this lesson. Follow the teacher to review the key vocabulary, sentence patterns, and the core message. 简洁总结帮助学生梳理本课重点，强化记忆，升华主题。 Part 6： Language points (5min) T explains language points. Listen, take notes on the usage, collocations, and example sentences of each word. 帮助学生掌握重点知识，提升语言运用的准确性，为应对考试做好准备。 Part 7： Exercise (3min) T assigns the test. Complete the in-class exercises independently. 及时检测学生的学习效果，让教师了解学情，便于后续教学调整。 Part 8： Homework 基础作业：​ 抄写本节课所学的家务活动短语（6个）和目标句型（4个），每个英文抄写3遍，中文1遍。 进阶作业：​ 调查你的家庭成员分别在家做哪些家务，用英文列出清单，并写出至少3个句子描述（如：My mum sweeps the floor every day.）。 拓展作业：​ 拍摄一段1-2分钟的视频，内容为你在家中用英语向家人提出请求或征得许可（如请求帮忙做家务、请求允许做某事等），可以邀请家人一起出演。 Record the homework tasks. 分层设计作业，满足不同学生需求。基础作业巩固词汇和句型；进阶作业将语言学习与实际生活结合；拓展作业鼓励创造性表达和亲子互动，将语言学习延伸到家庭生活中。 板书设计 教学反思 本课作为Unit 2的第一课时，成功地将家务活动词汇学习和礼貌请求句型教学融入“搬家准备”这一真实情境中。通过单元封面图导入和视频激趣，有效唤起了学生的生活经验和学习兴趣。词汇教学采用图片匹配、句型操练和个人分享相结合的方式，使学生能够在语境中理解和运用核心词汇。听力任务设计层层递进，从信息筛选到细节填空再到脚本分析，充分训练了学生的听力策略。角色扮演和1d对话创编活动为学生提供了充足的口语实践机会，学生能较为自然地运用目标句型进行交流。语言点讲解结合练习，扎实有效。需注意的是，部分学生在区分can和could的礼貌程度时仍存在困惑，需要在后续课时中通过更多对比练习加以巩固。在小组创编对话时，个别小组进展较慢，需要教师提供更细致的语言支架。总体而言，本节课较好地达成了听说课的教学目标，并为后续课时的深入学习奠定了良好基础。 2 学科网（北京）股份有限公司 $