Unit 2 Home Sweet Home Section A 1a-1d 教学设计2026-2027学年人教版英语八年级上册

该初中英语教学设计聚焦“Home Sweet Home”主题，核心知识点为家务词汇及礼貌请求句型“Can/Could you please...”。通过对比脏乱与整洁房间照片导入，激活学生生活经验，结合图片匹配、听力任务构建学习支架，衔接旧知与新知。 资料特色在于融合核心素养，语言能力通过对话练习提升表达，思维品质借助小组讨论“家务重要性”等问题培养批判性思考，文化意识渗透家庭责任价值观。情境活动与分层作业助学生巩固，教师易操作，提升课堂效率与学生综合素养。

人民教育出版社 八年级上册 Unit 2 Home Sweet Home Section A 1a-1d · Overview Centring on the theme of “Home Sweet Home”, Unit 2 corresponds well with the sub-themes of “Family Life” and “Community Interaction” under the curriculum standard’s thematic category of “Self and Society”. The unit explores the profound meaning of home by focusing on students’ daily household chores, polite interpersonal communication and warm family stories. Through a series of immersive learning activities including discussing household duties, making polite requests, reading passages about family trips and conducting relevant surveys, students are guided to clarify and express their family responsibilities, use polite expressions to seek help and ask for permission appropriately, and deeply perceive the emotional value and warmth of family. In addition, this unit enables students to reinforce key knowledge accumulated in previous grades, covering core household vocabulary, the simple present tense and modal verbs, which helps consolidate their foundational English language skills. · Teaching Aims By the end of this unit, students will be able to: 1. sort out and summarize key thematic information related to “Home Sweet Home” and household chores through mind mapping, systematically consolidate newly-learned household chore vocabulary and relevant language knowledge, and build a clear cognitive framework of the unit theme; 2. analyze and identify the different roles of family members in creating a warm and comfortable home based on textbook dialogues and scenarios, including Jim’s dad arranging household tasks, Mum preparing for grandparents’ visit and Helen decorating the home with flowers, and elaborate how mutual dedication and cooperation among family members contribute to family harmony; 3. conduct critical thinking on textbook family scenarios, independently explore and express personal opinions on “what makes a home comfortable and warm”, and combine personal family life experience to output authentic and logical viewpoints in appropriate English expressions; 4. perceive the practical significance of family interaction through situational learning and typical family cases, fully recognize that every family member undertakes necessary family responsibilities, and establish a positive awareness of taking the initiative to share household chores and maintain a harmonious family atmosphere. · Framework Diagram of Unit Theme Content Unit 2 Home Sweet Home Explore the Meaning of Home Learn about Family Life Identify Household Chores Learn Polite Communication Describe Family Activities Section A 1a-2e Identifying household chores Section A 3a-3c Listen, read and role-play to learn the polite communication Section B 1a-1e Read and describe the family activities Understand Emotional Bonds of Home Take Responsibility for the Family Project Help with chores at home Enjoy the fun of family Learn about family life, express love for family and take responsibilities for the family. · Content Analysis Centring on the theme “Home Sweet Home”, this section focuses on two core learning modules: the thematic understanding of home and scenario-based communication about household chores. The opening part raises the guiding question “What does home mean to you?” and displays explicit learning objectives to stimulate students’ thinking. The “Look and share” section further activates students’ real-life family experience with guiding questions, serving as an effective warm-up for subsequent learning. The 1a-1d tasks are designed in a progressive learning sequence. In 1a, students master six common household chore vocabulary through picture-text matching, linking new knowledge to real family scenarios. 1b and 1c use a situational conversation about Jim’s family assigning chores as listening material, training students to identify and match relevant household tasks. 1d presents model dialogues featuring the polite request patterns “Can / Could you please ...” and corresponding responses, guiding students to create independent situational dialogues with the newly acquired vocabulary to complete practical language output. Pedagogically, this section integrates vocabulary acquisition with authentic family communication to equip students with practical language skills for real-life use. The theme of household chores helps students build awareness of family responsibility and deepen their understanding of new vocabulary through personal experience. Practice with polite request patterns strengthens students’ mastery of modal verbs’ polite usage and builds their confidence in making polite requests at home. Culturally, it enables students to realize that polite and respectful communication is vital to maintaining harmonious family relationships. In terms of educational value, this section delivers subtle moral education through situational learning. By exploring family chores and interactive communication, students come to recognize the dedication of every family member, develop a sense of gratitude towards their family, and foster the initiative to take on household responsibilities. It guides students to form positive family values, learn to respect, understand and care for family members, and ultimately cultivate the quality of taking responsibility and building harmonious interpersonal relationships. · Learning Objectives By the end of this section, students will be able to: 1. grasp six core housework vocabulary items and master polite request structures “Can / Could you please ...”, complete picture-text matching and listening tasks smoothly, and make practical situational dialogues with newly-learned target language; 2. realize that polite interpersonal communication contributes to harmonious family bonds, understand family life and communication culture, and build positive family cultural values; 3. improve logical thinking via progressive 1a-1d learning tasks, explore the connotation of home, and develop empathetic thinking for family members’ efforts and devotion; 4. cooperate with peers in interactive activities effectively, form situational language learning strategies, and cultivate family responsibility and gratitude to take the initiative to do housework. · Focal and Difficult Points Focal Points 1. Grasp six core housework vocabulary items and master polite request structures “Can / Could you please ...”, complete picture-text matching and listening tasks smoothly, and make practical situational dialogues with newly learned target language. 2. Realize that polite interpersonal communication contributes to harmonious family bonds, understand family life and communication culture, and build positive family cultural values. Difficult Points 1. Improve logical thinking via progressive 1a-1d learning tasks, explore the connotation of home, and develop empathetic thinking for family members’ efforts and devotion. 2. Cooperate with peers in interactive activities effectively, form situational language learning strategies, and cultivate family responsibility and gratitude to take the initiative to do housework. · Procedures Teaching Activity Learning Activity Purposes Step 1 Lead-in 1. Show a photo of a messy room and a clean room. Ask the following questions: 1) Which room do you prefer? 2) What can we do to make a room clean?” Tips: List students’ answers on the board (e.g., “tidy up”, “sweep”). 2. Show the theme photo on page 11, and ask students, “Why is the room clean? What are people doing in the picture? How do you feel?” 1. Look at and discuss the photos, share their ideas about cleaning, and learn new chore words. Possible answers: I prefer the clean room because it’s comfortable! To clean the messy one, we can pick up clothes, put books on the shelf, and wipe the table. 2. Look at the theme photo and answer the questions. Possible answer: They’re cleaning! Some are wiping the window; some are sweeping the floor. They look happy because the room is getting tidy! To help students connect to daily life, activate their interests, and introduce chore vocabulary. Step 2 Learning and thinking Present 1a’s chore pictures/words. And ask students to finish the task and talk about the questions in groups. 1)Which chore do you think is most important for a sweet home? Why?” 2)Is feeding the fish a “necessary” chore for every family? Explain your answer by comparing different family types (e.g., families with/without pets). 3)Is hanging photos a “chore” or a way to make home cosy? Does every family need to do it? Why or why not? Match words to pictures, debate chore importance in small groups and then answer the questions. Possible answers: 1)Sweeping the floor is the key—dirt makes home uncomfortable. 2)Feeding the fish isn’t necessary for families without fish, but watering plants helps if there are plants. 3)Hanging photos is cosy but not necessary. To help students learn the chore vocabulary and develop their critical thinking ability. Step 3 Listening 1. Play the first conversation (1b) and ask students to tick what Jim’s dad asks him to do. 2. Play the second conversation (1c). Have students match people (Jim, Peter, etc.) with their tasks. 1. Listen and finish the task in 1b. 2. Listen and match names to actions in 1c. To train students’ listening ability by finishing the task. Step 4 Speaking Ask students to make a conversation with the chores from 1a in pairs. Work in pairs to practice dialogues, taking turns making requests and responding. To guide students to apply what they have learned. Step 5 Homework Must-do: Create a dialogue with a partner about doing chores. Include at least 2 chores from 1a and use “Can / Could you please ...?” with responses. Choose-to-do: Record the dialogue, focusing on clear vowel sounds and natural pauses. Write a 1-sentence note explaining how you used pauses to make the conversation flow better. Review key points and complete the homework based on their level. To help students consolidate what they have learned. · Blackboard Design 学科网（北京）股份有限公司 $