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新人教版八年级上册英语 Unit 2 Home Sweet Home Period 5 SectionB 3a~3c教学设计
Ⅰ. Teaching Objectives
1. Understand and master the key vocabulary and phrases of this unit accurately, and use them to complete exercises proficiently. （Design Intention: To help students build a solid foundation in vocabulary and phrase usage for accurate and fluent exercise completion.）
2. Read the passage, infer the mentioned requests and review questions making requests with "could", train their skills of information extraction and summarization. （Design Intention: To develop students' reading comprehension skills, especially in inferring and summarizing information related to requests.）
3. Use the learned vocabulary and sentence patterns to write a short passage about the meaning of "home". （Design Intention: To promote the application of learned language materials in writing, focusing on expressing the concept of "home".）
4. Enable Ss to better understand and proactively help family members with housework, share the chores, and enhance Ss' moral values of loving their family, labor and parents, through learning this lesson. （Design Intention: To cultivate students' moral awareness and sense of responsibility towards family and labor.）
Ⅱ. Language Knowledge
1. Key vocabulary & phrases:
smell, joy, apartment, block, cover, scissors, glue; take out the rubbish; feel free to do sth; paper-cut
（Design Intention: To present the core lexical items for students to learn and use in this lesson.）
2. Key sentences:
(1) Could you please take out the rubbish It's starting to smell.
（Design Intention: To introduce a typical request sentence pattern for students to grasp polite request expression.）
(2) If you have any questions or need help, feel free to ask.
（Design Intention: To present a useful phrase "feel free to do sth" for polite offer and inquiry.）
(3) We want to cover the animals and paint the walls light green.
（Design Intention: To show the usage of "cover" and color-related expression in a context.）
(4) After painting, could you help choose some photos to hang on the walls
（Design Intention: To reinforce the use of "could" for making requests in a sequential context.）
Ⅲ. Teaching Procedures
Learning Activities
Step 1 Lead-in
Work on 2a
Present the words in 2a one by one, and explain them with examples and action demonstrations. For example, when explaining "nod", make a nodding gesture while saying "He nodded to show his agreement."
（Design Intention: To introduce new vocabulary in an engaging way with multi-sensory support, enhancing memory and understanding.）
Step 2 Work alone
Work on 2b and 2c
Fill in the blanks with words in 2b and 2c, and then ask the Ss to think actively the meaning of "home" and "community". We should regard our "community" as a bigger "home", and everyone in it should help each other.
（Design Intention: To reinforce vocabulary through practice and promote reflection on the concepts of "home" and "community", fostering a sense of community.）
Step 3 Pre-reading
Show some pictures of different decorated rooms on the screen.
T: Do you like these rooms If you want to decorate your own room, what will you do
Lead Ss to discuss and share their ideas briefly.
（Design Intention: To activate students' prior knowledge and interest in room decoration, preparing them for the reading task.）
Step 4 While-reading
Work on 3a
1. Fast-reading
Ask Ss to read the email quickly and find out the main idea, and answer the question "What does Zhang Peng ask his friend to do in the email "
（Design Intention: To train students' skimming skill to quickly grasp the main idea of a text.）
2. Careful-reading
(1) Let Ss read the email carefully again and complete the task in 3a, that is, find out what Zhang Peng ask his friends to do. Then, check the answers with the whole class.
（Design Intention: To develop students' detailed reading skill and ensure they can extract specific information from the text.）
(2) Guide Ss to complete 3b, putting the things in order to see how Zhang Peng organizes his ideas in writing. Explain the importance of logical thinking in writing.
（Design Intention: To help students understand the logical structure of writing and the significance of organizing ideas sequentially.）
3. Post-reading
Group work: Divide Ss into groups. Let them discuss in groups about what else they may need help with when decorating a room according to the list in 3C. Each group selects a representative to share their ideas.
（Design Intention: To encourage collaborative thinking and oral expression, allowing students to apply the topic to their own scenarios.）
Step 5 Writing
Work on 3C
Guide students to write an email to ask a friend to help decorate their rooms. Remind them to use the words and expressions they have learnt, and pay attention to the logical order and polite expressions.
（Design Intention: To guide students to apply the learned vocabulary, sentence patterns, and structural logic in a practical writing task, focusing on polite request and organization.）
Assessment of Teaching Effectiveness
1. Observe Ss' vocabulary range and reaction speed, paying special attention to the accuracy of their language expression and their enthusiasm in participating in the activity.
（Design Intention: To evaluate students' vocabulary mastery, language accuracy, and engagement in class activities.）
2. Observe the Ss' mastery of word usage and collocations, whether they can accurately use these words for expression, and whether they can identify and correct erroneous usage or collocations.
（Design Intention: To assess students' ability to use vocabulary correctly in context and their error correction capability.）
3. Observe if Ss join in and share their ideas.
（Design Intention: To evaluate students' participation and willingness to share thoughts in class interactions.）
4. Observe if ss can use the question to find and understand the main point.
（Design Intention: To check students' ability to use guiding questions to grasp the main idea of a text.）
5. Check how Ss complete the tasks in 3a and 3b. Observe whether Ss possess certain detailed reading skills and their understanding of logical sequence.
（Design Intention: To assess students' detailed reading proficiency and comprehension of logical structure in writing.）
6. Observe how the group talk goes and what the speakers say. If the group discussion is lively and the representative's sharing is rich and reasonable, it means Ss are involved and thinking. If not, the T can help with some ideas.
（Design Intention: To evaluate the effectiveness of group work, students' engagement, and the quality of their collaborative thinking and expression.）
Design Purpose
1. To present the novel word-filling format of activity 2a, sparking Ss' curiosity and desire to explore. This encourages them to actively think about the application of words in specific contexts, exercises their vocabulary retrieval and application skills. Simultaneously enhances classroom atmosphere, and lays an active and positive foundation for subsequent knowledge acquisition.
（Design Intention: To explain the purpose of using an innovative word-filling activity to boost curiosity, vocabulary skills, and classroom dynamics.）
2. Reinforce key vocabulary and email knowledge through practice, developing language skills and expanding focus from self to community.
（Design Intention: To state the goal of reinforcing knowledge and expanding perspective through practice.）
3. Use pictures of decorated rooms to stimulate curiosity and activate Ss' prior knowledge.
（Design Intention: To explain how visual aids activate prior knowledge and stimulate interest.）
4. Practice skimming for main ideas to improve quick reading comprehension.
（Design Intention: To clarify the aim of skimming practice for enhancing rapid reading comprehension.）
5. Develop skills to find details and understand logical structure, preparing for organized writing.
（Design Intention: To explain the purpose of detail-finding and structure analysis for better writing organization.）
6. Encourage collaboration and creative thinking through group discussion on decoration needs.
（Design Intention: To state how group discussion promotes collaboration and creative thinking.）
7. Guide Ss to practice writing by modeling the email, apply what they have learned in a practical context, improve their writing skills and develop the ability to use appropriate language and logical structure to make requests.
（Design Intention: To explain how modeling supports writing practice and application of learned language in real contexts.）
Ⅳ. Blackboard Design
Unit 2 Home Sweet Home Period 5 Section B 3a~3c
An email asking a friend to help decorate your room
Writing tips
- Start with greeting
- Introduce the purpose clearly
- List the requests in order
Request items
- buy some flowers
- buy glue
- make paper-cuts
Could / Can you (please)...
（Design Intention: To present the key writing structure and request language clearly for students' reference.）
Ⅴ. Homework
1. Recite the words, phrases and sentences of this class.
（Design Intention: To reinforce memory and mastery of the lesson's language points through recitation.）
2. Writing: Imagine you are John, write an email to Zhang Peng, give him some more advice.
（Design Intention: To provide a creative writing task that encourages application and extension of the lesson's content.）
3. Make a vlog about the decoration style of your home and introduce the content in English.
（Design Intention: To combine multimedia creation with language practice, enhancing practical English usage and creativity.）
Ⅵ. Teaching Reflection
During the teaching process, evaluations of each segment reveal that some Ss still struggle with grasping details and logical analysis in reading comprehension. Their ability to use language and organize logic in future teaching, targeted exercises should be implemented to address these issues, such as increasing reading comprehension practice and emphasizing the explanation of logical relationships. More writing examples and practice opportunities should be provided, along with strengthened guidance and feedback on Ss' writing. Additionally, teaching methods should be further optimized to enhance student engagement and learning outcomes.

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