资源简介

课题 Unit 2 Home Sweet Home Section A (1a-Pronunciation) 学段 初中 年级 八
课型 听说＆语音课 课时 1 学科 English
单元 主题分析 本单元的主题属于“人与自我”范畴，涉及“家庭与家庭生活”子主题内容，从实践层面引导学生思考如何通过家务劳动和空间布置为家庭做贡献；从语言功能层面培养“礼貌请求与许可”的社交沟通能力；从情感层面探讨家庭对于我们的重要意义；从文化视角比较不同家庭观念的异同。本单元通过语言学习与人文关怀的结合，最终实现“知家、爱家、护家”的育人目标。
文本解读 What:本课时是人教版(2024)八年级上册第二单元Home Sweet Home的第一课时，本课时以"Family Labor"为话题核心，聚焦三类具体生活场景：整理收纳(pack up things/sort things into boxes)、清洁维护(sweep the floor/clean the bathroom)和家居美化(hang up photos /water plants)。听力材料包含两个对话片段，第一段呈现父亲对Jim搬家时的任务指令，第二段展示家庭成员分工协作的场景，通过勾选任务和人物匹配的练习形式，系统训练学生捕捉关键信息的能力。对话模板（Can/Could you please... ）明确指向"礼貌请求"这一语言功能目标。 Why:课时设计具有双重育人价值:语言层面，培养"家务相关动词短语"的词汇能力和"提出请求/回应"的交际策略;生活教育层面，通过模拟真实家庭劳动场景，帮助学生认识个体对家庭的责任，渗透"分工协作"的家庭观念。听力任务中父亲用"Remember to write “Jim’s bedroom” on each box"的细节，更潜移默化地培养了学生的物品管理意识和归属感。 How:采用"情境-任务-迁移"三步教学法:利用图片环游激活学生家务劳动经验；通过"听前预测-听中抓关键词-听后角色扮演"的阶梯式任务链，逐步内化语言；创设"周末大扫除"项目，让学生运用所学设计分工方案并英文汇报。对于"礼貌请求"这一难点，可对比分析"Can/Could/Would"的语用差异，辅以"拒绝请求"的话轮拓展练习(如"Maybe later")。
学情分析 1.学生基本情况 本课面向初二年级学生（12-14岁），处于具体运算阶段向形式运算阶段过渡期。学生已具备一定的词汇储备，掌握约800个基础词汇，熟悉常见动作动词（eat, play等）和家庭空间名词（bedroom, kitchen） 已经初步了解情态动词can的基本用法，能构建简单祈使句（Clean the room）。 2.已有知识经验 90%学生有参与家务劳动的经历，常见活动为整理书包、倒垃圾（、浇花等，但对"系统化家务分工"认知不足，65%学生认为家务主要是父母责任；东西方家庭劳动观念存在认知差异，仅38%学生了解西方儿童常态家务清单。 3.学习难点预测 动词短语搭配不熟练（如误用"open the light"代替"turn on"）。 多任务听力处理能力弱，同时记忆3个以上动作指令时准确率不高。4. 教学对策 动词短语:开发"家务大富翁"游戏，骰子走到对应区域需完成动作并造句。 听力训练:采用"任务分解法"——首听抓动词，二听辨人物，三听排顺序。
教学目标 语言 能力 1.Students will accurately use target chore-related verb phrases (eg, "sweep the floor," "hang up photos"). 2.Students will demonstrate proper usage of modal verbs for polite requests ("Can/Could you please...") in simulated scenarios.
文化意识 1.Understand that household chores should be shared among family members and contribute to the family. 2.Students will contrast Eastern and Western approaches to Age-appropriate responsibilities.
思维品质 1.Learn to ask and answer questions politely about doing household chores. 2.Students will compare Eastern/Western chore distributions through cultural value extraction.
学习能力 1.Students will employ selective listening techniques to identify key action verbs in natural-speed dialogues and speaker relationships through linguistic cues. 2.Improve students’ listening comprehension skills and foster their oral expression skills.
教学 重难点 教学重点 Students will correctly match 5 family members to their respective tasks in a multi-speaker dialogue.
教学难点 The concept of sense group and when and how to pause in Pronunciation 2.
教学过程设计
教学环节 教师活动 学生活动 设计意图
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. In this unit,you will -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.Look at the cover page of this unit and think the questions in Look and share: -What are the people doing in the photo -Where are they -How do you think they feel 1.Greeting. 2.Learn about learning objectives in this unit. 3.Observe the photo and share ideas about the activity,location, and feelings. 通过观察封面页，创设家庭生活情境，使学生快速融入课堂主题，思考并回答相关问题。
Step 2 Lead-in Teacher shows a video about Cinderella who is doing all kinds of chores. T:Do you know who she is Ss:Cinderella. T:Poor Cinderella is asked to do a lot of chores by her stepmother. What chores does she have to do Ss: She has to clean the room/do the dishes/take out the trash... Enjoy the video and answer questions about Cinderella. 通过童话故事灰姑娘被继母安排做很多家务的情境导入，引导学生在语境中学习新知识，激发学生的兴趣和好奇心。
Step 3 Pre-listening Work on 1a 1.T:I believe that most students do housework at home.So what chores do you do at home Now,let’s see some pictures on the screen,what chores can you see in these pictures (Show some pictures about chores and family activities.) 2.Look at the pictures in 1a and learn some new chores. Let students to read by themselves,then have a memory test. 3.Prediction T:Do you move to a new house What do you do before moving to the new house Jim’s family are going to move to a new house. Here is a conversation between Jim’s father and Jim before they move.What will they do Ss:pack up things/sort things into boxes... 1.Look at the pictures and judge the chores. 2.Read and memorize these chores. 3.Students have a prediction. 看图片学习新家务短语，熟读并记忆，帮助学生快速记忆相关短语；通过引导学生进行听前预测，帮助学生准确把握文本话题，在听力的过程中关注关键线索。
Step 4 While-listening Work on 1b 1.Listen to the first conversation. Tick the things that Jim’s dad asks him to do. 2.Invite one student to share answers. Listening practice Listen to conversation 1 again and answer the following questions. ①What does Jim want to do And why ②Why does Jim’s dad ask him to do the following things ③How does Jim’s dad tell him to pack up his things Work on 1c 1.Listen to the second conversation and match the people with what they will do. 2.Check the answers together. Listening practice Listen, read and fill:How do they make polite requests and ask for permission Jim: I love our new house. The living room is so big! _____________________ Dad: Well, Jim, that’s a lot of work.___________________ Jim: Yes! Dad: OK.Now,__________ Jim: Sure. Helen: Our balcony is so big and gets a lot of sunshine. ______________________ Mum: Yes, you can. That’s a great idea, Helen! Peter:Mum,______________ Mum: Yes, Peter, but help clean up first.____________ I’ll clean the bathroom. Peter: OK, Mum. 1.Finish 1b. 2.Check the answers. 3.Answer the questions in listening practice. 4.Finish 1c. 5.Check the answers. 6.Fill the requests in listening practice. 播放Jim和爸爸的对话，要求学生勾出听到的家务指令，核对答案时强调词汇发音。 再次播放1b的录音，回答问题，训练学生识别细节信息的能力。 播放Jim一家搬进新家的对话，听对话连线，然后核对答案。 再次播放1c的录音,教师带领学生共同填写Jim一家关于提出请求的句子，为后续学生的口语输出做准备。
Step 5 Post-listening 1.Read the two listening materials after the tape,pay attention to the pronunciation and intonation. 2.T:Let’s find:How do we organize a conversation when we want to make polite requests or ask for permission Work on 1d Make a conversation with the chores from 1a. A:Can /Could you please water the plants B:Sure./Sorry, I have to clean the bathroom now. A:... Group work Group roles (Jim, Dad, Mum, Helen), students are required to perform the second dialogue as much as possible without the textbook, paying attention to the correct of sentence patterns and body language. After each group has practiced, invite two groups of students to come to the front to demonstrate. 1.Read after the tape. 2.Find the sentences about making polite requests or asking for permission. 3.Make a conversation with partners. 4.Role-play with group members. 通过跟读、总结句型、编对话和角色扮演等多模态输出活动，巩固句型运用，提升语言运用能力，培养学生的合作意识，建立用英语交流的信心。
Step 6 Pronunciation Revision T:Can you read these monophthong aloud Today, we’ll learn some new monophthong. Here we go. Work on 1 1.Listen and repeat. Add one more word to each group. 2.According to the pronunciation of the words in the recording,students classify the words they hear into the classification boxes of these monophthong. Work on 2 Listen and repeat. Notice the sense groups and pauses. 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。 1.Learn these monophthong. 2.Finish Pronunciation 1 and do the exercises. 3.Listen the short conversations and understand the general meanings. 4.Repeat and notice the sense groups and pauses. 5.Understand the concept of sense group. 通过复习判断学生对这些单元音发音的熟悉程度并给予及时的讲解和纠正。通过发音练习进一步巩固学生对于音标的掌握，提高学生的听力技巧。 观察学生是否能感知句子的表意功能，注意意群完整性，在适当的地方停顿。口语练习帮助学生加深对句子停顿的理解，且在语境中再次复现语音知识进行内化和应用。
Step 7 Summary Chores: pack up things, sweep the floor, clean the bathroom, feed the fish, hang up photos,mop the floor, sort things into boxes, clean the windows... Sentence patterns: Make polite requests: -Could you please... -Sure./Certainly./Of course. -Sorry,I can't I have to.. Ask for permission: -Could/Can I.... -Sure /Certainly /Of course. -Sorry.you cant You have to. Remember what they have learned and summarize with teacher. 学生跟随老师的节奏总结本节课的重点内容:家务劳动相关的短语，礼貌地提出请求和回答的句型。
Step 8 Homework Level A:1.Write 5 sentences using the sentence patterns “Could you please... ”to ask for help with household chores,and write the corresponding answers, including affirmative and negative answers. 2.Communicate with your partner in English about the household chores you often do at home and the chores you have asked others to help you with,and record them. Level B:Chores assigning: Suppose your family are going to have a house cleaning this weekend. Now discuss in groups of four and assign the chores with your family. NameChores
A: Can/ Could you please... B: Sure. / OK. /Sorry, I have to... Level C:Choose one of the following situations and make up a conversation and write it with the target language we learned today. -Your bedroom is in a mess.Your mother wants you to clean it. -After cleaning the bedroom, you want to play computer games at home. 此环节为课外作业设计,作业分层化、多样化，让学生学以致用，满足不同层次水平学生的学习需要。既巩固复习了本节课所学内容，又对学生的能力进行了训练和拔高。
板书设计 Unit 2 Home Sweet Home Section A (1a-Pronunciation)
教学反思 一、成功之处: 1.情境创设有趣:采用Cinderella被继母安排做各种家务的视频片段，成功激发大部分学生的参与热情，另外"家务任务卡"和"礼貌请求大转盘"两个互动环节，有效调动了课堂氛围。 2.语言目标达成度高:课后测评显示大部分的学生能准确使用8个以上家务短语，能在情境中选择合适的请求句式（Can/Could/Would）。二、存在问题: 1.分层教学不够细致:虽然设计了基础、提高、拓展三个层次的任务，但对学困生的支持不足，导致20%的学生在小组活动中仅承担记录工作，未能充分参与语言实践。 2.语言准确性不足:部分学生的对话存在动词短语误用（如"wash floor"代替"mop floor"），请求句式缺乏礼貌修饰语（如省略"please"）。文化理解的深度也不够，仅停留在现象对比，未能引导学生思考差异背后的价值观因素。 三、改进措施: 1.建立"错误银行":将典型语言错误转化为后续教学的辨析素材，如对比"wash/mop"的使用场景;增加"家务微剧场"环节，让学生通过创作表演内化文化认知。 2.文化深挖方面:设计"家务价值观探索卡"，通过问题链（如"为什么中国家庭更强调集体劳动 "）引导深度讨论，配套提供各国《劳动教育白皮书》精选段落作为拓展阅读。

展开更多......

收起↑