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人教版英语八年级上册Unit 2 Home Sweet Home 教学设计
单元教材分析
Unit Theme Analysis(单元主题分析)
The theme of this unit is “Home Sweet Home”. Through a series of activities and tasks, it aims to guide students to explore the meaning of home, learn to do things for their homes, make polite requests and ask for permission, find more ways to make their homes comfortable, and deeply understand the connotation of home. Students will share home related experiences and recognize the importance of home in life.
Overview of Unit Emphasis and Difficulties（单元重难点一览）
Key Points 1.Master the vocabulary and sentence patterns related to home, such as words for household chores, expressions for polite requests and asking for permission. 2．Correctly use “can” and “could” for polite requests and asking for permission. 3．Describe what they do for their homes and their feelings about home in English.
Key Difficulties 1.Accurately use “can” and “could” for polite expressions in real life situations. 2．Organize thoughts and coherently describe methods to make a home comfortable and the meaning of home. 3．Understand and use abstract concepts and emotional expressions related to home.
单元学情分析及教学建议
Learning Situation Analysis(学情分析)
1．Students have a certain life based understanding of home, but their ability to accurately express home related affairs and emotions in English is limited.
2．The usage of “can” and “could” for polite requests and asking for permission may be difficult for students, and they need a lot of practice.
3．When describing abstract contents such as the meaning of home, some students may have difficulty in organizing thoughts and language expressions.
4．Students may struggle with cultural specific vocabulary related to family traditions, such as “Spring Festival reunion”， “hometown village”， or “Grandma's cooking”， which require contextual explanation.
5．Many students may lack strategies to structure narratives about home, such as using timeline words (first, then and finally) to organize events in stories like “Going Home for the Spring Festival”．
Teaching Suggestions(教学建议)
1．Use multimedia resources like pictures and videos to show different home scenes and household activities, making teaching more vivid and interesting, and stimulating students' interest.
2．Adopt task based and cooperative learning methods.
3．Provide writing templates and examples for writing tasks. Increase students' writing practice opportunities and give timely feedback.
4．Pay attention to individual differences among students, provide different levels of tasks and guidance to meet the needs of different students.
5．Incorporate cross cultural comparison activities, such as discussing differences between home decorations in different countries, to expand vocabulary and deepen understanding of home as a universal theme.
6．Design grammar games using phrases from the textbook (e.g. Could you please water the plants？), making practice interactive and engaging.
单元整体目标
Language Proficiency （语言能力） Master the vocabulary and sentence patterns related to home,as well as the usage of “can” and “could” for polite requests and asking for permission. Understand home-related conversations and texts through listening and reading. Fluently talk about what they do for their homes,make polite requests and ask for permission. 4.Write short passages about home with correct grammar and vocabulary,such as describing home arrangements for welcoming guests.
Cultural Awareness （文化意识） Understand the concept of home and family values in different cultures. 2.Respect and appreciate the efforts of family members in creating a warm home.
Thinking Quality （思维品质） Analyze and compare different people’s feelings and practices about home,and express personal opinions logically. 2.Cultivate creativity when thinking about how to make a home comfortable.
Learning Capability （学习能力） Stimulate interest in learning English by discussing home-related topics. Learn to collect and organize information about home. 3.Improve learning efficiency through listening,speaking,reading and writing practice.
单元课时分配
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
第二课时　Section A(2a—2e)
第三课时　Section A(Grammar Focus 3a—3c)
第四课时　Section B(1a—1e)
第五课时　Section B(2a—3c)
第六课时　Section B(Project & Reflecting)
第一课时　Section A【(1a—1d)& Pronunciation 1—2】
　
Teaching Procedures(教学过程)
Activity 1 Warming up and revision(感知与注意)
T: Class, what comes to your mind when you think of home
Ss: Family, warmth, comfort…
T: Great! Now, turn to your deskmate and share: What chores do you do at home Have you ever done something special for your home
设计意图：通过展示标题和图片，引发学生对家的思考，激活已有知识，激发对本单元话题的兴趣。
Activity 2 Presentation(获取与梳理)
T: Let's start with 1a. Tick the chores you've done at home. Then share with your partner.
(Studentstickandshare.)
T: Now, let's learn the words in 1a.
设计意图：通过勾选家务活动，复习和巩固相关词汇，为后续语言输出做准备。
Activity 3 Listening(获取与梳理)
T: Listen to the conversation in 1b. Before listening, look at the questions on the screen and predict the answers.
(Showquestionslike“WhatchoresdoesJim'sdadaskhimtodo？”and“Why？”onthescreen. Studentspredictinpairs.)
T: Now, listen carefully and tick the things that Jim's dad asks him to do.
(Playtherecording. Studentslistenandmatch.)
T：Let's check.
设计意图：通过听力练习，训练学生获取关键信息的能力，提高听力理解水平。
Activity 4 Listening(获取与梳理)
T: Listen to the conversation in 1c and match the people with what they will do.
(Playtherecording. Studentslistenandmatch.)
T: Let's check. Explain your choices.
设计意图：进一步提升听力理解能力，学会在听力中匹配信息，加深对对话内容的理解。
Activity 5 Practice(概括与整合)
T: Work on 1d. Talk with your partner about the chores you do at home. Use “—Can/Could you please…？ —Sure./Sorry, I have to…”
(Studentstalkinpairs. Theteacherwalksaroundandoffershelp.)
T: Let's have a “chore sharing fair”. Each pair shares briefly. Others can ask follow up questions.
(Eachpairshares. Othersaskquestionslike“Howoftendoyoudoit？”．)
T: After all shares, vote for the most helpful “home helper” pair.
设计意图：让学生运用所学进行口语交流，实现知识输出，提高口语表达能力。“家务分享会”增强互动与合作，了解不同家务情况。
Activity 6 Pronunciation(归纳与应用)
T: Let's work on Pronunciation 1. Listen and repeat. Focus on the vowel sounds. Then, I'll divide you into groups. Each group finds the words with the same vowel sound in 3 minutes. The group with the most words wins.
　设计意图：通过听读和小组竞赛，帮助学生归纳元音发音规则，培养语音意识，提高发音准确性。
Activity 7 Listen and repeat(归纳与应用)
T: Listen to the sentences in Pronunciation 2. Notice the sense groups and pauses, and read them aloud with the correct intonation.
设计意图：帮助学生注意句子的意群和停顿，帮助他们培养自然的说话节奏和语调。
Activity 8 Homework(课后作业)
Write a short dialogue about assigning chores at home, using the words and sentences learned today.
Blackboard Design(板书设计)
第一课时　Section A【(1a—1d)&Pronunciation 1—2】 Key words: pack up things, sweep the floor, clean the bathroom… Key sentence patterns: —Can/Could you please…？ —Sure./Sorry, I have to… Pronunciation: Vowel sounds: / /, / /, /u /, / /, /ɑ /, / /
Teaching Reflection(教学反思)
During the lesson, student participation and understanding were closely monitored. Some students faced difficulties in orally describing household chores; providing more sentence examples and frameworks would help. In pronunciation practice, ensuring individual attention is key. By the end of the lesson, students should briefly discuss chores and grasp basic vocabulary and pronunciation rules. Future lessons could incorporate more real life examples and interactive games to boost engagement.
第二课时　Section A(2a—2e)
Teaching Procedures(教学过程)
Activity 1 Warming up(感知与注意)
T: Class, look at the pictures on the board. They show a clean room, a clock and flowers. What do these items have in common
Ss: Preparing for guests!
T: Great! Today we'll learn how to get ready for visitors. Turn to your partner and discuss: Have you ever helped prepare your home for guests What did you do
设计意图：通过图片和提问激活学生关于“准备迎接客人”的生活经验，引发兴趣，为本课时话题做铺垫。
Activity 2 Listening(获取与梳理)
T: Look at 2a. There are blanks in the sentences. Listen to the conversation and fill in the blanks.
设计意图：通过听力获取具体准备任务，训练细节捕捉能力，熟悉目标词汇。
Activity 3 Reading(获取与梳理)
T: Read the conversation. Answer the questions in 2b.
(Studentsworkinpairs.)
设计意图：通过阅读理解，培养信息提取和整理能力，加深对为迎接客人准备家的相关信息的了解。
Activity 4 Reading (获取与梳理)
T: Now complete the mind map in 2c with the information from 2a and 2b.
设计意图：用思维导图整合听力信息和阅读细节，培养“从听力和阅读中提取、分类信息”的能力。
Activity 5 Language pratice(内化与运用)
T: Listen to the conversation again and repeat after the recording. Pay attention to the pronunciation and intonation.
(Studentsreadandrepeat.)
T: Well done! Now, work in pairs. Take turns to role play the conversation. Try to act it out naturally.
设计意图：通过跟读和角色扮演，让学生在实践中运用所学语言知识，模仿语音语调，提高口语表达的准确性和流利度，增强语言运用能力和语感。
Activity 6 Group work(想象与创造)
T: Look at 2e. Peter is preparing for his friend's visit. In groups, make up conversations between Peter and his family. Each group (3－4 students) creates a 2－3 minute dialogue using at least 2 phrases from the box. Use polite language (Could you…？ Can I…？).
(Modeladialogue, usingthesamplein 2easastart.)
T: Now, some groups share your conversations. Others listen and evaluate using this rubric：
· Phrases used (2＋ from the box).
· Polite language (correct requests).
· Creativity (unique ideas).
设计意图：将“长辈来访准备”情境迁移到“朋友聚会”场景，灵活运用“请求”句型，培养语言创新能力。
Activity 7 Homework(课后作业)
Take a photo of your home and write a description of how you'd prepare it for guests. Share on the English learning platform and comment on others'.
Blackboard Design(板书设计)
第二课时　Section A(2a—2e) Key words: arrival, plan, add, treasure, lift… Key sentence patterns: Could you please…？ Can I…？ Useful expressions: make the bed, clean up, hang up…
Teaching Reflection(教学反思)
Students actively participated in activities, but some struggled with pronunciation and intonation during role plays. Individualized guidance is needed in future classes. For writing tasks, offering tips on paragraph structure and linking words would improve performance. Students' oral and writing skills in describing home preparations were enhanced, with deeper understanding of guest related tasks. Adding real life scenarios and cultural elements could increase relevance.
第三课时　Section A(Grammar Focus 3a—3c)
Teaching Procedures(教学过程)
Activity 1 Presentation (获取与梳理)
T: Work on 3a. Read the questions and answers. Notice how “can” and “could” are used for requests (R)(asking others to do sth.) or permission (P)(asking to do sth. yourself). Label each question with R or P.
设计意图：通过文本分析，让学生初步认识语法形式，建立“请求与许可”的语法概念，为后续应用奠基。
Activity 2 Practice (概括与整合)
T: Now, look at 3b. There are conversations with missing questions. Choose the best question (A—D) to complete each conversation. Use the replies as clues.
(Studentssolveeachconversationonebyone, andthendiscusstheirchoicesingroups.Theteacherguidesthestudentstoseehowthecontexthelpsthemdecidewhetherit'sarequestorpermissionquestion.)
设计意图：让学生在情境中运用“can”和“could”，巩固语法知识，提高语言运用能力。
Activity 3 Practice(概括与整合)
T: Let's move on to 3c. There are four real life settings. Make up conversations for each, setting using “can” or “could”．
(Studentsworkinpairstorole playallfoursettings.)
设计意图：通过生活化场景，让学生在实际互动中运用所学的语法知识，提高口语表达的自然性和实用性，实现语言的迁移运用，增强他们的交际能力。
Activity 4 Homework(课后作业)
Write a dialogue using at least three “can” or “could” requests and responses.
Blackboard Design(板书设计)
第三课时　Section A(Grammar Focus 3a—3c) Key grammar: “can” and “could” for requests and permission Sentence examples: Can I use your computer Could you help me with the dishes Usage notes: polite degrees, when to use each
Teaching Reflection(教学反思)
Students engaged actively, but errors in using “can” or “could” in complex sentences persisted. More exercises focusing on contextual differences between “can” and “could” are necessary. By the end of the lesson, students should better apply “can” or “could” politely. Using interactive games and real life contexts can make grammar learning more dynamic.
第四课时　Section B(1a—1e)
Teaching Procedures(教学过程)
Activity 1 Warming up (感知与注意)
T: Look at the question “How does home make you feel？”. Share your thoughts with your partner. For example, you can say home makes you feel warm or loved.
(Studentsdiscussinpairsandsharetheirfeelingsabouthome.)
T: Now, we are going to read a story about going home for the Spring Festival. Let's get ready to explore the feelings and experiences in the story.
设计意图：通过话题讨论，激发学生对家的情感表达，为接下来阅读故事营造情感氛围，做好主题铺垫。
Activity 2 Reading(获取与梳理)
T: Read the story “Going Home for the Spring Festival” in 1b. Then answer the following questions：
Where did the writer go for the Spring Festival
What's the name of the writer
In the text, what words are used to describe people's feelings
(Studentsreadthestorycarefully, findtheanswers, andthencheckwiththeirpartners.)
设计意图：通过定向阅读任务，训练学生快速提取关键信息(地点、情感)，理解故事的核心内容(春节回家的经历与情感)，为后续分析家庭互动做准备。
Activity 3 Practice(概括与整合)
T: Turn to 1c. Complete the sentences to see what each family member did to make the home full of love.
(Studentsworkindividually, andthenpeer review.)
T: Discuss with your partner: How do these actions show love at home (e.g. Grandpa's waiting→care; family cooking together→togetherness)
(Encouragestudentstofindmoreexamplesfromthetext.)
设计意图：通过细节提取，让学生理解家庭成员的具体行为如何构建“充满爱的家”，培养文本分析能力，深化对家的情感理解。
Activity 4 Group work(内化与运用)
T: Work in groups. Discuss the questions below：Why do you think the family spent the Spring Festival at the village？What do you think about the writer's family members
(Studentsdiscussingroups.)
T: Okay, time's up. Let's invite some groups to share your discussion results. The rest of you, listen carefully and you can ask questions or make comments.
设计意图：培养学生口头沟通能力，通过小组合作讨论加深对文章内容和主题意义的理解，鼓励他们表达自己的观点，并从他人的视角中学习。
Activity 5 Writing(想象与创造)
T: Read the poem and opinions. Let's create our own “Home Manifesto”. Use the elements in the story (e.g.family actions, hometown, familiar taste) and your own life.
(Studentswriteindividually, andthenshareinpairs. Theteacherselectsstudentstopresenttheirmanifestostotheclass.)
设计意图：通过创意写作，让学生将阅读感悟转化为个性化表达，提升语言运用能力，强化对“家”的主题理解，实现从输入(阅读故事)到输出(创作表达)的转化。
Activity 5 Homework(课后作业)
Interview a family member about what home means to him or her. Write a short report.
Blackboard Design(板书设计)
第四课时　Section B(1a—1e) Key places: hometown, village Key events: traveling home, family reunion, sharing meals Feelings and thoughts: warm, nostalgic, sense of belonging, the meaning of home Sentence examples： Home is… It smells like…(Grandma's cooking) It sounds like…(Dad's laughter) It feels like…(warm hugs)
Teaching Reflection(教学反思)
Students showed engagement during reading and discussion activities, but some struggled to articulate their perspectives clearly in the discussion. Providing more topic specific language frames would support better expression. While the summary writing task helped reinforce comprehension, some students needed guidance on balancing detail and conciseness.
第五课时　Section B(2a—3c)
Teaching Procedures(教学过程)
Part 1　Vocabulary in Use
Activity 1 Vocabulary presentation (获取与梳理)
T: Class, let's begin with 2a. It's a vocabulary puzzle. The clues are like little hints to help you find the new words in this unit. For instance, the first clue is to look for something. Think about what word it might be.
设计意图：以拼图游戏形式激发学习兴趣，通过视觉和逻辑推理，帮助学生初步感知单元新词汇，为后续任务奠定基础。游戏化学习符合初中生认知特点，提升词汇记忆效率。
Activity 2 Vocabulary practice(概括与整合)
T: Work on the vocabulary exercises in 2b and 2c. In 2b, match the words in column A with those in column B. And then, fill in the blanks in the sentences with the right words. For 2c, complete the letter with the words in the box.
设计意图：通过练习，巩固学生对新学词汇和短语的掌握，提高运用能力，检验学生对词汇的理解和记忆情况。
Part 2 Reading for Writing
Activity 1 Reading and comprehension(感知与注意)
T: Now, let's read the passage in 3a about Zhang Peng's plan to decorate his room. While reading, underline the things he asks his friend to do.
设计意图：通过阅读，让学生熟悉文章内容和结构，感知语言表达，为写作做铺垫。
Activity 2 Practice(获取与梳理)
T: Look at 3b. We need to put the things in order to see how Zhang Peng organizes his ideas in writing.
Activity 3 Writing practice(想象与创造)
T: Now, let's write an email to a friend. We will use the structure from 3b (logical order of describing, planning, and requesting) and the vocabulary from both 3a (such as “paint”and “hang”) and 3c (such as “buy some flowers” and “make a poster”).
设计意图：应用 3a 的请求表达和 3b 的结构逻辑，创作个性化邮件，将阅读输入转化为写作输出，提升实际交际能力。
Activity 4 Homework(课后作业)
Write a short passage to show us how you want to decorate your room and share it with your classmates. After that, draw a picture about your dreaming house.
Blackboard Design(板书设计)
第五课时　Section B(2a—3c) Email Structure Subject: Room Decoration Help Body： ·Description: My room needs… ·Plan: Let's meet at… on…． ·Requests: Can you…？ Closing: Best wishes, [Your name]
Teaching Reflection(教学反思)
Vocabulary activities, such as the group skits, effectively engaged students, but some struggled to apply new words in writing. Incorporating sentence level practice before the writing task would improve retention. While the structure analysis of Zhang Peng's email was helpful, fewer students participated in the comparison with diary entries, indicating a need for more scaffolding.
第六课时　Section B(Project & Reflecting)
Teaching Procedures(教学过程)
Activity 1 Chore self assessment(感知与注意)
T: Good morning, class! Tick the chores you do at home. You can also add your own. For example, if you water the plants, write it in the “other” column.
(Studentschecktheirdailychores.)
T: Share your list with your pare who does more chores at home.
设计意图：激活学生做家务的生活经验，让项目学习贴近日常，为调查任务做铺垫，增强学习的现实感。
Activity 2 Class survey(获取与梳理)
T: Design a survey card with the three questions：
What chores do you do
How often do you do chores
What do you think about doing chores
(Studentsworkinpairstointerviewclassmatesandrecordanswers.)
T: Collect survey data as a class, creating a shared table.
设计意图：训练数据收集能力，为汇报积累素材，体现团队协作，模拟真实调研场景。
Activity 3 Survey report(整合与概括)
T: According to the survey, report your findings to the class. Structure your report.
(Studentspresentreports. Theteacherevaluatesthereportsforclarity, datauseandvocabulary.)
T: Analyze the survey data to find who does the most chores at home. Have a group discussion.
设计意图：将调查数据转化为汇报，提升表达能力；运用项目相关词汇，强化语言在实际场景中的应用。
Activity 4 Conclusion and reflection(总结与反思)
T: Now, let's reflect on what we've learned in this unit. What words and expressions can we use to talk about our home How can we use “can” and “could” to make polite requests and ask for permission What can we do to make our home comfortable What did we learn about the meaning of home Discuss in groups and share with the class.
设计意图：通过反思本单元知识，让学生概括自己的体会，巩固所学语言知识，加深对家的理解，培养总结和反思能力。
Activity 5 Homework(课后作业)
Write a short passage about your role in doing chores at home, using at least three words from this unit and one “can”or “could” sentence.
Blackboard Design(板书设计)
第六课时　Section B(Project & Reflecting) A Survey Report Introduction: Today, we surveyed… to find out who does the most chores at home. Data analysis: … % of students do the dishes daily…% find it boring, but …% think it's a family duty. Conclusion: … does the most chores… He says, “Chores make home tidy！”
Teaching Reflection(教学反思)
Group work on chore lists and the guessing game successfully activated prior knowledge, but time management issues limited the depth of analysis in the “who does the most chores at home” discussion. Allocating clear time limits for each group share would improve efficiency. During the reflection phase, students struggled to connect grammar with real life usage; integrating a quick grammar review quiz would strengthen this link.

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