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课时2 Section A Pronunciation-2e
Unit 2 Home Sweet Home
人教版英语（新教材）八年级上册
在语境中，读出标红色字母的单词并对字母及字母组合的发音进行分类，从而根据发音规律读出更多的单词。 （学习理解）
听并读对话，获取并写出关键信息，并完成对话扮演。 （应用实践）
在教师的指导下，关于邀请他人来新家做准备的话题，利用有关请求和要求的句型进行角色扮演。（迁移创新）
核
心
素
养
目
标
01 Lead in
03 While-listening
02 Pre-listening
04 Post-listening
05 Summary
06 Language points
07 Exercises
08 Homework
目 录
Hi, dad and mum! Long time no see!
Hi! Bob! How ‘s your life
We moved into our new home last week, and we would all love for you to visit. Would you like to come
Sure! See you this weekend!
Peter’s dad is inviting Peter’s grandparents to come to visit their new house.
Suppose our school is having a school trip at the zoo. Talk about the animals there with your classmates.
Grandpa and Grandma are visiting us this weekend.
We should keep our clean to welcome them.
I can help!
Try to fill in the blanks to make conversation according to the pictures.
Could you please _________________
Could I _________________
Could you please _________________
Could I _________________
take out the rubbish
Try to fill in the blanks to make conversation according to the pictures.
Could you please _________________
Could I _________________
Could you please _________________
Could I _________________
take out the rubbish
wash the dishes
Try to fill in the blanks to make conversation according to the pictures.
Could you please _________________
Could I _________________
Could you please _________________
Could I _________________
take out the rubbish
wash the dishes
clean the window
Try to fill in the blanks to make conversation according to the pictures.
Could you please _________________
Could I _________________
Could you please _________________
Could I _________________
take out the rubbish
wash the dishes
clean the window
feed the fish
Suppose our school is having a school trip at the zoo. Talk about the animals there with your classmates.
Sure!
But I have to finish my homework first. Could you please help me
Listen and repeat. Add one more word to each group.
1
/ / / / /u / / / /ɑ / / /
or oor o oo u oo ar u
short sport ______ door floor ______ drop borrow ______ spoon noon ______ blue flute ______ cook look ______ far party ______ but
hunt
______
north
poor
hot
food
true
book
car
cup
还记得这些音标的发音特点是什么吗？
Read and learn more about it.
舌后缩，舌后部抬高。口形是中圆形，双唇收紧，并向前突出。
开口很大，是英语中上下开口最大的一个音。双唇有绷紧感觉，略收圆双唇。
Read and learn more about it.
英语中最小的圆唇音。不要太用力发出，嘴唇不要用力撅高。
小圆唇，开口比/u:/稍大。嘴唇稍微翘起。与/u:/是两个不同的音，
不要把u发成/u:/的短音。
Read and learn more about it.
嘴唇微微张开，伸向两边，舌尖轻触下齿，舌后部稍稍抬起。
口腔打开，嘴张大，舌身放平，舌尖不抵下齿，下巴放低，放松发音。
Listen and read. Notice the sense groups and pauses.
2
Peter: Mum, | can I invite my friends | to our new house
Mum: Sure, | Peter. || But we need to clean up first. || Would you like to mop the floor | or clean the windows
Peter: I’d like to clean the windows.
[An hour later.]
Mum: Good job, | Peter! || The windows are really clean, | and they look like mirrors!
意群
意群是句子内部意义相对完整的一组词。意群的界限是相对的。
一个句子可以是一个大意群，也可以分为若干小意群，句子内的
意群之间停顿时间较短，用一根竖直线（ | ）标出。句子和句子
之间的停顿时间较长，用两根竖直线（ ）标出。
每个意群要一口气说完。在读每个意群时，要注意词与词之间的
连读、不完全爆破和词的弱读等现象。
意群
停顿点位置规则
按句子成分划分：
·主语与谓语之间（尤其主语较长时） ·谓语与宾语/状语之间
·从句/短语与主句之间 ·并列成分之间（如多个名词、形容词）
·时间/地点/方式状语与其他成分之间
按语法结构划分：
·介词短语前后(如 with his friends) ·插入语/同位语前后(如 I think)
·非谓语动词短语前后(如 to read books)·连词前后(如 and, but)
按语义逻辑划分：
·完成一个动作描述后（如 went to the park）
·补充说明出现前（如 with his friends）
·转换新话题或细节时（如 yesterday）
Listen and repeat. Notice how the unstressed words are pronounced.
1. A: Let’s go to see the monkeys. They’re my favourite animals.
B: Why do you like them
A: Because they’re clever and funny.
2. A: Oh, look! A baby wolf and its mother! Do you like wolves
B: No, I don’t. They’re very dangerous.
/t /
/d /
/r/
/ /
/n/
/d nt/
/r/
3
弱 读 ( Unstressed Words )
在句子中起粘合作用的助动词、代词、连词、冠词、情态动词等常常会弱读。弱读时，音发得短而快。这些词往往都有自己的弱读音形式(weak form)。例如:
A: Why do you /duj / like pandas
B:Because they're / e / very cute.
A:What are you / ju/ doing
B:We're /wi / jogging.
英语中的助动词和情态动词在句子开头往往弱读、在句子末尾一般重读。例如:
A: Did you have a good time last night
B: Yes, I ' did.
A: Are you feeling better
B: Yes, I 'am.
Brainstorm: What do the family do to welcome guests’ arrival
prepare some food
buy some flowers
put the clock on the wall
clean up the room
Listen to the conversation and fill in the blanks.
2a
Dad: Guess what! Grandpa and Grandma are visiting us this weekend!
Jim: Oh, great!
Peter: I can’t wait to show them our new house!
Mum: Yes, but now we need to _________ for their arrival. Can you help me _________ their room
Peter: But their room is already clean!
Mum: Well, it’s not “grandma clean” yet!
Peter: Oh, OK.
Dad: Jim, can you help me ________________ on the wall I bought it for Grandpa to see the time.
Jim: Sure, Dad.
Dad: Helen, can you _____________ to their room Grandpa likes reading books in front of the window.
Helen: No problem, Dad. Can I ________________ by the window
Dad: Yes, good idea! Grandma loves flowers.
Helen: Mum, could you take me to the ___________ later
Mum: No problem. Let’s go after lunch.
get ready
clean up
put the new clock
move this chair
put some flowers
flower shop
2b
Read the conversation and answer the questions.
Did Peter’s grandparents visit his new home before
Why do you think so
What does “grandma clean” mean
No, they didn’t. Because Peter can’t wait to show them their new house.
Cleaning something very carefully, just like how grandmothers often clean everything perfectly.
Why does Helen want to go to the flower shop
4. What do you usually do for your grandparents
Her grandma loves flowers.
2b
Read the conversation and answer the questions.
□ help clean their room
□ cook simple dishes
□ chat about school life
□ water their flowers
□ read newspapers
□ walk in the park
□ tidy up the living room
□ peel fruits for them
I usually ______ for my grandparents. Sometimes I ______, and I also ______. They feel happy when I ______.
Complete the mind map with the information from 2a. Add more things to the “other” section.
2c
make
grandparents
feel at home
add things
to their room
_____ up
their room
a chair
other: _________
______ ______
sweep
the floor
other:
_________
some
flowers
some fruit
clean
make the bed
_______
a clock
Listen to the conversation again. Then role-play it.
2d
Fill in the blanks based on the conversation in 2a.
Dad tells the family that Grandpa and Grandma will ________ them this weekend. Everyone is excited. Mum says they need to _____ _____ _____ their ________ (arrive) and asks Peter to help clean their room. Peter thinks it’s clean, but Mum says it’s not “__________ clean”. Dad asks Jim to help put a new ________ on the wall for Grandpa. He also asks Helen to ________ a chair to their room, because Grandpa likes reading ______ the window. Helen wants to put flowers there and asks Mum _________ her to the flower shop after lunch. Mum agrees.
visit
get ready for
arrival
grandma
clock
move
by
to take
Peter is preparing for his friend’s visit to his new home, but he needs help. Let’s know about what they need to do.
2e
go shopping
buy drinks
buy fruit
买饮料
买水果
买饮料
Peter is preparing for his friend’s visit to his new home, but he needs help. Let’s know about what they need to do.
2e
cook a meal
make biscuits
做饭
做饼干
Peter is preparing for his friend’s visit to his new home, but he needs help. Let’s know about what they need to do.
2e
borrow a chess set
plan a treasure hunt
借一副国际象棋
策划寻宝游戏
In groups make up conversations between Peter and his family.
2e
go shopping buy drinks buy fruit make biscuits
cook a meal borrow a chess set plan a treasure hunt
Peter: Dad, could you please give me a lift to the shop
this afternoon
Dad: Sorry, but I have to work from home all day.
Peter: Helen, can I borrow your chess set
Helen: Sure. Here you are
Thinking
How about Chinese families
How do Western families usually show welcome to guests(客人) or relatives(亲戚)

They plan the treasure hunts.
They cook delicious food.
Which way do you like to welcome guests Why
Summary
Unit 2 home sweet home
(Section A Pronunciation-2e)
家务劳动 clean up, mop the floor, clean the windows
请求 Can I __________
Could I __________
要求 We need to__________ .
Can you __________
Could you please __________
Would you like to ___________
Let's learn and take notes.
by the window
固定搭配：
① by + 地点，表示 “在……旁边”。 by the window 在窗户旁边。
② by + 时间，表示 “在……旁边”。 by Friday 在周五之前。
③ by + doing sth.，表示 “通过……方式”。 by reading books 通过读书。
1. He sat by the fire to keep warm. 他坐在火炉边取暖。
2. I need to finish the report by Friday. 我需要在周五之前完成这份报告。
3. You can improve your English by practicing every day.
你可以通过每天练习来提高英语水平。
词
练
英译中：She likes sitting by the window to enjoy the view.
_______________________________________________________
2. 中译英：我们必须在周五之前完成作业。
_______________________________________________________
她喜欢坐在窗户边欣赏景色。
讲
例
We must finish our homework by Friday.
Let's learn and take notes.
Grandpa and Grandma are visiting us this weekend!
爷爷奶奶 / 外公外婆这周末要来看我们！
句
讲
练
本句为现在进行时表将来，用于表示已经计划好或安排好的将来动作，通常带有明确的时间状语（如本句中的 this weekend）。常见动词：这类动词多与 “移动” 或 “安排” 相关，如 come, go, leave, arrive, visit, stay, meet 等。
例
Grandpa and Grandma are ___________ (visit) us this weekend!
They are ___________ (leave) for Beijing next week.
He is _______ (move) to Beijing next year.
visiting
1. She is coming to the party tomorrow. 她明天会来参加派对。
2. They are leaving for Beijing next week. 他们下周出发去北京。
3. They’re moving to the UK this year. 他们今年要搬去英国。
leaving
moving
1. The kids promised to tidy up ________ (they) desks before dinner.
Don't worry!
2. Her sudden _________ (arrive) at midnight made us nervous.
3. Heavy traffic ________ (add) to our delay. We missed the opening
ceremony.
4. —Any ideas for the holiday
—I plan _________ (visit) the Great Wall with my cousins.
5. After the hike, the guide passed out chocolate _________ (biscuit) to
everyone. They tasted delicious!
一、根据句意，用合适的单词填空。
their
arrival
added
to visit
biscuits
二、根据汉语意思完成下列句子(每空一词)。
1. 露西喜欢给茶加些糖，这样更香甜。
Lucy likes to ______ some sugar ______ her tea so it tastes sweeter.
2. 去购物的时候，我们最好带上自己的布袋子。
We'd better take our own cloth bags when ________ _________.
3. 北京市将举办青少年寻宝活动。
There will be a youth ________ ________ in the city of Beijing.
4. 我赶上音乐会了，因为邻居顺路载我去剧院。
I could catch the concert because my neighbor
______ ______ ______ ______ to the theater.
5. 每次拜访老师，他总是让我感到宾至如归。
Whenever I visit my teacher, he always tries his best to
______ me ______ ______ ______.
add to
going shopping
treasure hunt
gave me a lift
make feel at home
基础作业：抄写新词汇并造句（各 1 句），朗读 2d 对话 3 遍。
进阶作业：用 5 个新词绘制 “家庭准备流程图”（标注任务分工）。
拓展作业：采访家人 “如何欢迎客人”，用英语记录 3 个方式。
Homework
Thank you for listening!/ 让教学更有效 高效备课 | 英语学科
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 (Pronunciation-2e) 课时 课型 第 2课时 语音听说课
主题情境 人与社会 授课教师
语篇研读 【What】 本课语篇包含语音练习和对话两部分。语音部分涉及 / /、/ / 等元音音素及字母组合发音，还有意群停顿和弱读规则；对话围绕家人为祖父母来访做准备、Peter 为朋友来访做准备展开，讨论家务分工与活动安排。 【Why】 帮助学生掌握语音规则，提升发音准确性；通过真实家庭情境对话，掌握请求与安排的句型，学会在待客场景中交流，理解家庭责任与待客之道。 【How】 语音练习通过对比、重复强化发音；对话采用生活化场景，语言贴近日常，便于学生理解模仿，通过听力、角色扮演等活动巩固语言运用。
学情分析 学生已掌握基础家务词汇和请求句型，但对语音规则（如弱读、意群）掌握不熟练，对话中语音语调准确性不足。在多轮对话中，部分学生表达不够自然，需加强情境操练。教学中需结合趣味活动强化语音，通过小组互动提升表达能力。
课标要求 能听懂发音清晰、语速较慢的简短口头表达，获取关键信息。 在语篇中围绕相关主题，在语境中运用所学语法知识描述人和物，进行简单的交流。 在教师的指导下进行简单的角色扮演。 在口语表达中使用较为准确的词语和表达法，语音、语调基本正确。
教学目标 通过本节课学习，学生能够： 在语境中，读出标红色字母的单词并对字母及字母组合的发音进行分类，从而根据发音规律读出更多的单词。（学习理解） 听并读对话，获取并写出关键信息，并完成对话扮演。（应用实践） 在教师的指导下，关于邀请他人来新家做准备的话题，利用有关请求和要求的句型进行角色扮演。（迁移创新）
教学 重难点 重点：掌握语音规则，运用请求与安排的句型进行对话。 难点：在对话中正确运用弱读和意群停顿，自然进行多轮交流。
核心语言 【语音知识】 元音音素：/ / (or, oor)；/ / (o) 等 意群停顿：Mum, | can I invite my friends | to our new house 【核心词汇】 家务：clean up, mop the floor, clean the windows 其他：arrival, biscuit, borrow, treasure hunt, lift 【核心短语】 by the window, go shopping, give sb a lift 【核心句型】 请求：Can I... Could you please... 安排：We need to... Would you like to... 现在进行时表将来：Grandpa and Grandma are visiting us...
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： 情景导入 （3min） 1. T says: Peter’s dad is inviting Peter’s grandparents to come to visit their new house. 2. T asks students to Try to fill in the blanks to make conversation according to the pictures. 了解情境：皮特的爷爷奶奶将要来参观新家。 根据图片完善问句。 1. 通过真实家庭情境激活学生对 “请求”“邀请” 句型的记忆，为后续学习铺垫。 2. 借助图片补全对话，降低表达难度，让学生在合作中复习旧知，提升参与感。
效果评价：自评、师评。1. 观察学生能否准确提取对话中 “邀请” 和 “准备” 的核心词汇（如 “visit”“clean up”）。 2. 评估学生补全对话的准确性（如 “Could you please take out the rubbish ”）及朗读时的语音流畅度，对表达清晰、合作积极的小组给予表扬。
Part2： 语音园地 （8min） 1. T asks students to finish the task in 1-- Listen and repeat. Add one more word to each group. 2. T asks students to Read and learn more about it. 3. T asks students to finish the task in 2-- Listen and read. Notice the sense groups and pauses. 完成练习一。 学习音标发音并练习朗读。 完成练习二。 1. 通过 “听 - 仿 - 记” 三步法帮助学生掌握元音音素与字母组合的对应关系，培养自主归纳能力。 2. 结合具体对话讲解意群停顿，让学生在实践中理解语音规则对表达流畅度的影响。
效果评价：自评、师评。1. 检查学生添加的单词是否符合发音规则（如 / / 组补充 “hot” 视为正确），评估发音准确率。 2. 观察学生能否正确标记意群停顿，朗读时是否体现停顿节奏，对掌握较好的学生给予 “语音小能手” 称号。
Part 3： 学习理解 Pre-listening （5min） T asks students to Brainstorm: What do the family do to welcome guests’ arrival 头脑风暴：用什么来迎接客人？ 通过头脑风暴激活学生对生活场景的认知，拓展与 “待客” 相关的词汇储备。
效果评价：自评、师评。1. 评估小组提出的短语数量和准确性（如 “prepare snacks” 视为优质答案），对词汇量丰富的小组加分。 2. 观察汇报时的条理性（如能否清晰区分 “打扫” 和 “采购” 类别），对逻辑清晰的小组给予肯定。
Part 4： 应用实践 While-listening（8min） T asks students to finish the task in 2a -- Listen to the conversation and fill in the blanks. T asks students to finish the task in 2b -- Read the conversation and answer the questions. T asks students to finish the task in 2c -- Complete the mind map with the information from 2a. Add more things to the “other” section. T asks students to finish the task in 2d -- Listen to the conversation again. Then role-play it. 完成任务2a。 完成任务2b 完成任务2c。 完成任务2d。 1. 听力训练旨在提升学生抓取细节信息的能力，播放 2 遍兼顾理解和精准度。 2. 阅读问答帮助学生深化对对话内容的理解，培养用完整句子表达的习惯。 3. 角色扮演将语音规则和句型运用融入情境，通过多感官参与强化学习效果，互评环节提升学生的鉴赏和反思能力。
效果评价：1. 统计听力填空的正确率，对全对的学生给予 “听力小达人” 贴纸，分析错误集中的空（如 “flower shop”）并针对性讲解。 2. 检查问答答案的准确性和完整性（如回答需包含原因 “Because Peter can’t wait to show them”），对语法正确的句子给予表扬。 3. 从语音语调（是否体现弱读）、表情动作（是否自然）、合作默契度三方面评价表演，评选 “最佳小组”。
Part 5： 迁移创新 Post- listening （11min） T ask students to Fill in the blanks based on the conversation in 2a. T ask students to finish the task in 2e -- Peter is preparing for his friend’s visit to his new home, but he needs help. Let’s know about what they need to do. In groups make up conversations between Peter and his family. T asks students to think: How do Western families usually show welcome to guests(客人) or relatives(亲戚) 完成短文填空。 完成书本2e任务。 思考中西方接待客人的区别。 1. 短文填空帮助学生系统梳理对话中的核心语言，强化词汇和句型的记忆。 2. 对话创编鼓励学生将所学知识迁移到新情境，培养创新思维和语言组织能力，标注停顿则巩固语音规则的运用。
效果评价：1. 检查短文填空的正确率，重点关注固定搭配的运用（如 “put...on the wall”），对错误率高的搭配进行全班讲解。 2. 评估创编对话的逻辑性（如请求与回应是否匹配）、语言准确性（如句型是否正确）及语音标注完整性，对创意丰富的小组给予 “创意之星” 奖励。
Part 6： 回顾总结 （2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 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 7： 考点速递 （5min） T explains language points. 将知识点做好笔记进行理解消化。 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 8： 随堂小练 （3min） T assigns the test. 完成课堂练习。 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 9： 家庭作业 基础作业：抄写新词汇并造句（各 1 句），朗读 2d 对话 3 遍。 进阶作业：用 5 个新词绘制 “家庭准备流程图”（标注任务分工）。 拓展作业：采访家人 “如何欢迎客人”，用英语记录 3 个方式。 将家庭作业做好记录。 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 本堂课将语音学习与家庭待客情境结合，亮点明显：通过生活化场景导入，激发学生兴趣，语音练习与对话应用衔接自然，活动设计由浅入深，助力知识内化；角色扮演和创编对话提升了学生的语言运用能力。 但存在不足：语音练习形式较单一，部分学生参与度低；对话创编时，少数学生句型运用不熟练。改进方向：增加语音游戏提升趣味性，分组时关注个体差异，加强针对性指导。
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