Unit 2 课时6 Section B 3a-3c（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求助邮件写作，核心为掌握邮件结构（Opening→Body→Ending）、逻辑连接词及礼貌请求句型。课堂通过房间对比图片导入，激活“装饰房间”兴趣，头脑风暴积累装饰词汇，衔接前5课时礼貌句型，以思维导图、句型模板等为支架，实现从读到写的迁移。 特色在于“以读促写”路径，3b排序活动助学生理解写作逻辑，自评互评结合评价量表培养元认知。语言能力上，结构分析与句型支架提升表达准确性；思维品质上，迁移任务（装饰教室）锻炼创造思维。过程性写作与合作学习法，助力学生写出逻辑清晰的邮件，也为教师提供可操作的教学范式。

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 B 3a-3c 课时 课型 第6课时 读写课 主题情境 人与自我（家庭生活、协作互助） 授课教师 语篇研读 【What】 本课核心语篇为Zhang Peng写给朋友John的一封求助邮件（3a），请求John帮忙装饰自己与弟弟共用的房间。邮件按照"开头（寒暄+目的+礼貌请求）→正文（房间现状描述→装饰计划→具体请求）→结尾（期待反馈+署名）"的结构展开，自然运用了Can/Could you please...?和What do you think about...?等礼貌请求句型。配套练习3b为邮件逻辑排序任务，3c为仿写输出任务，要求学生学习范文结构，写一封请求朋友帮助装饰房间的邮件。 【Why】 旨在通过真实的"装饰房间"情境，引导学生学习如何有逻辑、有礼貌地通过邮件向朋友提出求助。帮助学生理解求助邮件的写作结构（Opening→Body→Ending），掌握时间顺序词（Right now→On Sunday→Then→After...）和礼貌请求句型的使用策略，并体会"家"不仅是物理空间，更是通过关爱、协作和共同记忆塑造的地方。 【How】 采用"以读促写"的教学路径。阅读阶段通过快速阅读（判断邮件类型）、细节阅读（提取请求内容）、逻辑排序（3b）和结构分析，帮助学生深入理解范文的内容、逻辑和语言特征。写作阶段通过思维导图、句型支架、结构模板和评价量表，为学生提供充分的写作支持，实现从阅读理解到书面表达的迁移。 学情分析 学生经过本单元前5课时的学习，已熟练掌握Can/Could you please...?等礼貌请求句型，并能用英语描述家务活动和家庭场景。八年级学生有装饰自己房间的真实需求和经验，对"求助"这一交际功能有切身体会。但学生在英语写作中常存在以下问题：①文章结构松散，缺乏清晰的开头-正文-结尾框架；②逻辑连接词使用不足，时间顺序不清晰；③礼貌请求句型单一（只会用Can you...?），缺乏语气变化；④词汇量有限，装饰类词汇（scissors, glue, poster, paper cutting等）不够熟悉。因此，本课需要通过范文结构分析、句型支架提供和评价量表引导，帮助学生逐步提升写作能力。 课标要求 ● 能根据写作要求，收集、准备素材，独立起草短文。 ● 能在口头和书面表达中，使用常见的连接词表示顺序和逻辑关系。 ● 能在教师的帮助下或以小组讨论的方式修改作文。 ● 能在语境中运用所学语法和词汇进行书面表达。 教学目标 通过本节课学习，学生能够： 1. 通过阅读Zhang Peng的求助邮件，提取邮件中的关键信息（写信目的、房间现状、装饰计划、具体请求）；分析并归纳求助类邮件的结构（开头→正文→结尾）和写作逻辑（目的→现状→计划→请求→反馈）；识别邮件中表达礼貌的语言策略（Can you...? / Could you please...? / What do you think about...?）。（学习理解） 2. 运用3b的排序练习，理解邮件写作的逻辑顺序；运用本单元所学词汇和句型，按照邮件的结构框架，撰写一封请求朋友帮助装饰房间的邮件；在邮件中恰当使用礼貌请求句型和过渡性词语（right now, on Sunday, then, after等），使邮件逻辑清晰、语气得体。（应用实践） 3. 将本节课所学的邮件写作思路和语言结构迁移到新的场景中（如装饰教室、布置活动场地等）；通过写作表达对"家"的独特理解——家不仅是物理空间，更是通过关爱、协作和共同记忆塑造的地方。（迁移创新） 教学 重难点 重点：掌握求助邮件的结构框架（Opening→Body→Ending）；运用时间顺序词和礼貌请求句型进行逻辑清晰的书面表达。 难点：在限时写作中综合运用所学结构、词汇和句型，写出一篇内容完整、逻辑清晰、语言得体的求助邮件；在迁移性任务中创造性地运用所学结构描述新场景。 核心语言 【核心词汇】 decorate (v. 装饰), cover (v. 遮盖), paint (v./n. 油漆/画画), brush (n. 刷子), scissors (n. 剪刀), glue (n./v. 胶水/粘贴), poster (n. 海报), paper cutting (n. 剪纸), light green (浅绿色), choose (v. 选择) 【核心句型】 开头（寒暄）: It was fun to decorate your room last month. / I had so much fun decorating your room with you! 开头（目的+请求）: I want to decorate my room too. Can you please help me? 现状描述: Right now, the walls are blue. There are cute animals on them. 装饰计划: On Sunday, we can meet at the paint shop and choose the paint together. Then we can paint the room. 具体请求: Could you help choose some photos to hang on the walls? / Can you bring them? 结尾期待: Let me know what you think. / Thank you so much for your help! 教学工具 PPT课件、评价量表（打印版）、写作模板/思维导图（打印版）、范文展示页 教学策略 过程性写作教学法、读写结合教学法、合作学习法、范例教学法 教学过程 教学环节 教学活动 学生活动 设计意图 Part1： Lead-in (4min) 1. Room Comparison & Free Talk: Show two pictures of rooms on PPT (one messy/undecorated, one beautiful/decorated). Ask: "Look at these two rooms. Which one do you like better? Why?" Elicit responses: "It's colorful." "It has posters." "It looks warm." etc. 2. Brainstorm Decorating Ideas: Ask: "What would you do if you want to decorate your room?" Show pictures and phrases: put up some posters, make paper cuttings, paint the wall, put flowers on the table. Have Ss repeat and practice. 3. Scenario Introduction: Say: "Zhang Peng is going to decorate his room. He writes an email to John for help." Show the email icon on PPT. "Today, we will learn how to write an email to ask for help." 1. Observe the two pictures, compare them, and share their preferences using adjectives (colorful, clean, warm, etc.). 2. Learn and practice the decorating phrases by looking at the pictures. 3. Understand the scenario and get ready to read Zhang Peng's email. 1. 通过两幅房间的对比，激活学生对"装饰房间"话题的兴趣，自然导入本课主题。 2. 头脑风暴帮助学生积累装饰类词汇，为后续阅读和写作做铺垫。 3. 情境导入明确本课任务——学习写求助邮件，激发学习动机。 效果评价：观察学生对两幅房间的描述词汇丰富度，评估其对"decorate"相关表达的了解程度。通过提问"What would you do to decorate your room?"，检查学生能否正确使用目标短语。记录积极参与讨论的学生姓名，给予口头表扬。 Part2： Pre-writing (10min)​ 1. Quick Reading – Identify Email Type (3a Lead-in): Show Zhang Peng's email. Ask: "Read it quickly. What kind of email is it?" Guide Ss to choose: A. Thank-you email B. Request email C. Invitation email. Confirm answer: B. 2. Review Email Structure: Ask: "Do you still remember the structure of an email?" Guide Ss to recall: Beginning (Opening) → Body → Ending. 3. Detail Reading – Find Requests (3a): Have Ss read the email carefully and find out what Zhang Peng asks John to do. Guide Ss to list: ① ask about the color of the wall ② choose the paint ③ paint the room with his brother ④ bring brushes they used ⑤ choose photos to hang on the walls. 4. Logical Ordering (3b): Show the 6 jumbled items on PPT. Have Ss put them in order to see how Zhang Peng organizes his ideas. Correct order: ① ask John to help decorate the room ② describe how the room looks now ③ tell John about the plan for the walls ④ ask John to meet on Sunday at the paint shop ⑤ ask John to bring the brushes ⑥ ask John to help choose some photos. 5. Structure Analysis: Use PPT to summarize the email structure: Opening (greeting + purpose + polite request) → Body (description of room + plan + specific requests) → Ending (feedback + signature). 1. Read the email quickly and identify the email type (B. Request email). 2. Recall and share the structure of an email. 3. Read carefully and extract Zhang Peng's requests, listing them in order. 4. Analyze the logical order of the email and put the 6 items in the correct sequence. 5. Take notes on the email structure framework. 1. 快速阅读训练学生抓取主旨的能力，明确邮件类型为"求助信"。 2. 回顾邮件结构，帮助学生建立篇章意识。 3. 细节阅读训练信息提取能力，梳理求助内容。 4. 排序活动帮助学生理解邮件写作的逻辑顺序（目的→现状→计划→请求→反馈），为写作搭建脚手架。 5. 结构分析将范文框架化，为学生独立写作提供清晰模板。 效果评价：检查学生对邮件类型的判断正确率。通过提问"What does Zhang Peng ask John to do first?"，评估学生对邮件内容的细节理解。检查3b排序结果，评估学生对写作逻辑顺序的掌握程度。对排序全对的小组给予"逻辑小达人"称号。 Part 3： While-writing (12min) 1. Writing Strategy – Logical Expression: Show the PPT slide "How can we express logically?". Guide Ss to notice the time-order words in Zhang Peng's email: Right now (现状) → On Sunday (计划时间) → Then (先后顺序) → After painting (后续动作). Emphasize: using time words makes writing clear and logical. 2. Writing Strategy – Polite Requests: Show the PPT slide "How can we ask for help?". Review the polite request sentences: ① Can you help us? ② What do you think about the colour? ③ Can you bring them? ④ Could you help choose some photos? Highlight: Could is more polite than Can. 3. Structure Breakdown – Beginning: Show the two types of openings: Type 1 (寒暄/表达感受): "It was fun to decorate your room last month." / "I had so much fun decorating your room with you last month!" Type 2 (表达目的+礼貌请求): "I want to decorate my room too. Can you please help me?" 4. Structure Breakdown – Body: Show three body patterns: Body-1 (现状+问题+意见征求): "The walls are blue. There are cute animals on them, but they look too young. What do you think?" Body-2 (装饰计划): "Let's meet at the paint shop on Sunday. First, we need to..., then..." Body-3 (细节请求): "Could you help choose photos? I'm not sure how to..." 5. Structure Breakdown – Ending: Show the ending patterns: "Let me know if you can come." / "Thank you so much for your help!" / "I can't wait to hear what you think." 6. Mind Map Presentation: Show the mind map on PPT: Para.1 (寒暄+目的+请求) → Para.2 (现状+问题+意见) → Para.3 (计划+分工) → Para.4 (细节+期待). Have Ss copy the mind map into their notebooks. 1. Read the email again, underline the time-order words, and understand how they help organize ideas. 2. Review and practice the polite request sentences, noticing the difference between Can and Could. 3. Learn the two types of openings and choose which one they prefer. 4. Learn the three body patterns and take notes on the sentence frames. 5. Learn the ending patterns. 6. Copy the mind map and understand the writing framework. 1. 通过时间顺序词的分析，帮助学生掌握逻辑连接手段，使写作条理清晰。 2. 复习礼貌请求句型，强化语气差异（could更委婉），提升交际得体性。 3. 开头部分提供两种模板，满足不同学生的表达需求。 4. 正文部分分三个层次拆解，每个层次提供句型支架，降低写作难度。 5. 结尾句型提供多种选择，鼓励学生个性化表达。 6. 思维导图将写作框架可视化，帮助学生整体把握文章结构。 效果评价：通过提问"Can you find the time words in Zhang Peng's email?"，检查学生能否识别逻辑连接词。抽查学生朗读礼貌请求句型，评估语音语调和语气把握。观察学生记录思维导图的认真程度，检查笔记完整性。 Part 4： Post-writing (10min) 1. Writing Task Introduction (3c): Announce: "Now it's your turn! Write an email to ask a friend to help decorate your room." Show the list of things they may need help with: buy some flowers, bring a pair of scissors, make paper-cuts, make a poster, buy glue, bring a painting, go shopping, bring a brush. 2. Genre & Person/Tense Analysis: Guide Ss to analyze: 体裁 = 邮件(求助信); 人称 = 第一人称; 时态 = 一般现在时(描述现状) + 一般将来时(描述计划). 3. Independent Writing: Give Ss 6-7 minutes to write the first draft based on the mind map. Circulate and provide individual guidance. Remind Ss to: use time-order words, include polite requests, follow the 4-paragraph structure. 4. Self-check & Peer Review: Show the evaluation rubric on PPT (内容完整性5分 + 结构逻辑性4分 + 语言得体性3分 + 格式正确性2分 + 语法准确性1分 = 总分15分). Have Ss self-check first, then exchange with a partner for peer review. 5. Sample Presentation: Show the sample passage on PPT (Tom's email to Eric). Have Ss read it and compare with their own drafts. Then invite 1-2 volunteers to read their own emails aloud. 6. Revision: Give Ss 2 minutes to revise their drafts based on self-check, peer feedback, and the sample. Collect the revised drafts. 1. Understand the writing task and the list of optional items. 2. Analyze the genre, person, and tense requirements. 3. Write the first draft independently within the time limit. 4. Self-check using the rubric, then exchange drafts with a partner for peer review. 5. Read the sample and compare. Volunteers read their own emails aloud. 6. Revise the draft based on feedback. 1. 明确写作任务，提供可选内容清单，让学生有话可写。 2. 话题分析帮助学生明确写作要求，避免跑题。 3. 限时写作训练学生的写作速度和专注力。教师巡视能及时发现共性问题。 4. 自评+互评培养学生的元认知能力和读者意识，评价量表使评价有据可依。 5. 范文对比为学生提供参照标准，展示环节增强成就感。 6. 修改环节强调写作是不断完善的过程。 效果评价：使用评价量表（总分15分）对学生的作文进行评分。重点关注：是否包含4段结构（开头→现状→计划→结尾）；是否使用了至少2个礼貌请求句型；时间顺序词是否恰当。选取1-2篇典型作文进行全班点评（表扬优点+指出改进方向）。 Part 5： Summary (2min) Summarize the key content in this lesson. Follow the teacher to review the key points. 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。 Part 6： Language points (5min) T explains language points. Listen, take notes on usage, collocations, and example sentences. 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。 Part 7： Exercise (3min) T assigns the test. Complete the exercises independently. 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。 Part 8： Homework 基础作业：根据范文模板和思维导图，修改并誊写课堂上的求助邮件终稿（至少6句话），确保包含4段结构（寒暄开头→现状描述→计划分工→结尾期待），并使用至少2个礼貌请求句型。 进阶作业：假设你要装饰的是教室（而不是自己的房间），写一封邮件请求同学帮忙（至少8句话）。要求：使用本节课所学的邮件结构；包含至少3个具体内容（如买花、做海报、带剪刀等）；使用时间顺序词（first, then, after that）；表达个人感受。 拓展作业：为你的房间制作一份英文装饰计划（Decoration Plan），包括：现状描述（2-3句）、装饰目标（2-3句）、所需物品清单（英文列出至少5项）、时间安排（英文写出步骤）、需要哪些帮助（使用Could you please...?）。可用图文结合的方式呈现，下节课在班级展示。 Record the homework tasks. 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。 板书设计 教学反思 本课作为读写课，成功践行了"以读促写"的教学理念。通过Zhang Peng求助邮件这一真实语篇，引导学生系统分析了求助邮件的结构框架（Opening→Body→Ending）、逻辑连接手段（时间顺序词）和礼貌请求策略。3b排序活动有效帮助学生理解了写作的逻辑顺序，为独立写作搭建了坚实的脚手架。写作阶段通过思维导图、句型模板和范文对比，为学生提供了多层次的语言支持，使大多数学生能够顺利完成初稿。自评+互评+教师点评的三维评价方式，培养了学生的元认知能力和读者意识。 需注意的是，部分学生在限时写作中仍存在时间分配不合理的问题——有的学生在开头寒暄部分花费过多时间，导致计划部分和请求部分过于简略。今后可在写作前增加"1分钟列提纲"的环节，帮助学生合理分配篇幅。此外，个别学生在礼貌请求句型的使用上仍较为单一，只会用"Can you...?"而忽略了"Could you please...?"的委婉功能，需要在后续写作练习中加强语气差异的指导和训练。 总体而言，本节课较好地达成了读写结合的教学目标，学生能够运用所学结构和方法完成一封结构完整、语言得体的求助邮件，并在写作过程中深化了对"家"的意义的理解——家是关心、分享和共同创造的地方。 2 学科网（北京）股份有限公司 $