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人教版英语（2024）八年级上册电子教案
学科 English 年级 上课时间 总 节 次
课题 Unit 2 Home Sweet Home Section A What can you do for your home 2a-2e
学情教材分析 Textbook Analysis: This section focuses on family responsibilities and home preparation for guests. It integrates listening, speaking and collaborative tasks through realistic family scenarios. Students will practice making requests and offers using modal verbs "can" and "could", while learning vocabulary related to household chores and preparations. The content connects to students' real-life experiences, making it highly engaging and practical for language use.
Student Analysis: Students have previously learned basic vocabulary about family members and simple present tense in Grade 7. They can describe daily routines and simple activities. However, they need more practice with making polite requests and offers. Their listening skills for catching specific information need strengthening, and they require scaffolding to express themselves more fluently in extended conversations about home responsibilities.
核心素养目标 1. Through listening activities and gap-filling exercises (2a, 2b), students will be able to extract specific information about family preparations and accurately complete related tasks.
2. By practicing the target language structures in role-play activities (2c) and group conversations (2e), students will demonstrate the ability to make polite requests and offers in realistic scenarios.
3. Through creating extended dialogues about preparing for visitors (2e), students will apply learned structures in new contexts, showing creativity and practical language use.
4. By discussing family responsibilities and home care, students will develop awareness of family cooperation and express their ideas in complete sentences.
重点 1. Understanding and using modal verbs for making requests (can, could) and responses. 2. Completing listening comprehension tasks with specific information about home preparations.
难点 1. Naturally using the target language structures in extended conversations without hesitation. 2. Differentiating between similar-sounding words and phrases during listening activities.
板 书 设 计 Unit 2: Home Sweet Home
Key Structures:
- Can/Could you (please) + verb...
- Making requests and offers
- Responses: Sure./No problem./Sorry, I can't because...
Vocabulary:
Household chores: clean the room, hang a clock, move a chair, buy flowers
Preparations: go shopping, buy drinks/fruit, make biscuits, cook a meal 教学准备 1. Teaching plan
2. PPT presentation
3. Audio recording device
4. Printed worksheets
5. Word cards for activities
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Lead-in activity with household chores visuals 【 5 min】 1. Show pictures of various household chores and elicit vocabulary through questioning techniques.
2. Introduce the topic by asking students about their experiences preparing for visitors at home. 1. Identify and name household chores shown in the pictures presented by the teacher.
2. Share personal experiences about preparing for guests visiting their homes.
Ⅱ. Presentation Introduce key structures through 2a listening 【 10 min】 1. Play the audio recording of 2a conversation and guide students to complete the gap-fill exercise.
2. Explain the usage of "can" and "could" for making polite requests with clear examples. 1. Listen carefully to the conversation and fill in the missing words in the worksheet.
2. Practice the target structures by creating sample sentences based on the teacher's examples.
Ⅲ. Practice Role-play 2c conversation and complete 2d mind map 【 15 min】 1. Organize pair work for role-playing the conversation with proper pronunciation guidance.
2. Facilitate group discussion to complete the mind map with additional ideas for preparations. 1. Practice the dialogue in pairs, focusing on intonation and polite request forms.
2. Work in groups to brainstorm and add more items to the mind map about home preparations.
Ⅳ. Promotion Create extended dialogues for 2e scenario 【 10 min】 1. Guide students in creating extended dialogues based on the 2e scenario with prompts.
2. Select groups to perform their dialogues and provide constructive feedback on language use. 1. Work in groups to create dialogues about preparing for a friend's visit using target language.
2. Perform the created dialogues for the class and participate in peer evaluation activities.
作业 布置 Must do: Write a short dialogue between family members planning for grandparents' visit using at least 5 requests with "can" and "could". Choose to do: Create a checklist of preparations for a special guest visiting your home, with illustrations or drawings. 预计时长：≤20分钟
教学 后记
教育之于心灵，犹雕刻之于大理石。——爱迪生 2人教版英语（2024）八年级上册电子教案
学科 English 年级 8 上课时间 总 节 次
课题 Unit 2 Home Sweet Home Section A Grammar Focus 3a-3c
学情教材分析 Textbook Analysis: This section focuses on the grammatical structures of making requests and asking for permission using "can" and "could". It provides clear examples of how to form questions and appropriate responses. The exercises progress from identification (3a) to selection (3b) and finally to creation (3c), allowing for scaffolded learning. The content is practical for daily communication and helps students develop polite interaction skills. Student Analysis: Students have previously learned basic modal verbs in Grade 7, including "can" for ability. They are familiar with simple household chore vocabulary from earlier in this unit. However, they need explicit instruction on the polite forms "could" and the distinction between requests and permission. Their challenge lies in applying these structures appropriately in varied contexts without direct teacher guidance.
核心素养目标 1. Through analyzing the Grammar Focus examples and completing exercise 3a, students will be able to distinguish between requests and permission questions and provide appropriate responses.
2. By selecting the best questions to complete conversations in exercise 3b, students will demonstrate understanding of context-appropriate language use.
3. Through creating original conversations for different settings in exercise 3c, students will apply the target structures in realistic scenarios with creativity.
4. By discussing polite communication strategies, students will develop awareness of social etiquette in English-speaking contexts.
重点 1. Understanding the difference between "can" and "could" for requests and permission. 2. Formulating appropriate responses to different types of questions.
难点 1. Choosing the most appropriate modal verb based on context and politeness level. 2. Creating natural-sounding conversations that appropriately use the target structures.
板 书 设 计 TypeQuestion FormResponse ExamplesRequestsCould you please + verb...
Can you + verb... Sure. / Of course.
No problem. / Sorry, I can't.PermissionCould I + verb...
Can I + verb... Yes, you can.
Sure, go ahead.
Sorry, but...
教学准备 1. Teaching plan
2. PPT presentation
3. Situation cards for 3c
4. Audio recordings
5. Whiteboard markers
教育之于心灵，犹雕刻之于大理石。——爱迪生 2
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Review household chores and introduce polite requests【 5 min】 1. Show pictures of household chores and elicit vocabulary through guided questioning techniques.
2. Present real-life scenarios that require making polite requests or asking for permission appropriately. 1. Identify and name household chores shown in the visual materials presented by the teacher.
2. Brainstorm situations where they might need to make requests or ask for permission in English.
Ⅱ. Presentation Grammar Focus and exercise 3a analysis 【 10 min】 1. Guide students to analyze the Grammar Focus examples, highlighting the structure differences.
2. Explain the distinction between requests and permission questions with multiple clear examples. 1. Examine the Grammar Focus examples and identify patterns in question formation and responses.
2. Categorize questions as requests (R) or permission (P) in exercise 3a and check answers in pairs.
Ⅲ. Practice Exercise 3b question selection and 3c conversation creation 【 15 min】 1. Facilitate exercise 3b by having students choose the best questions for each conversation context.
2. Provide situation cards for exercise 3c and guide students in creating appropriate dialogues. 1. Complete exercise 3b by selecting the most appropriate questions for different conversation contexts.
2. Work in pairs to create conversations for the situations in exercise 3c using the target structures.
Ⅳ. Promotion Role-play activities and practical application 【 10 min】 1. Organize role-play activities where students perform their created conversations from exercise 3c.
2. Provide constructive feedback on language use and politeness level in different social contexts. 1. Perform role-plays of the conversations created in exercise 3c for the class with appropriate expressions.
2. Participate in peer evaluation activities focusing on appropriate use of requests and permission questions.
作业 布置 Must do: Write five polite requests and five permission questions that could be used in different situations at home or school. Choose to do: Create a short comic strip showing a conversation that includes both requests and permission questions. 预计时长：≤20分钟
教学 后记人教版英语（2024）八年级上册电子教案
学科 English 年级 8 上课时间 总 节 次
课题 Unit 2 Home Sweet Home Section A Pronunciation 1-2
学情教材分析 Textbook Analysis: This pronunciation lesson focuses on vowel sound discrimination and sense group awareness. Through exercise 1 (sound discrimination and categorization) and exercise 2 (sense group practice), students develop accurate pronunciation and natural speech rhythm. The content systematically addresses common pronunciation challenges and promotes fluent, natural English speech patterns essential for effective communication. Student Analysis: Students have been exposed to basic English pronunciation rules in previous units and can recognize some vowel symbols. Some students can distinguish between long and short vowels初步. However, they need more systematic training in minimal pair discrimination and sense group division. Their speech often lacks natural rhythm and appropriate pausing, which affects comprehensibility and fluency in communication.
核心素养目标 1. Through sound discrimination and word categorization activities, accurately distinguish between six vowel pairs and correctly pronounce related vocabulary items.
2. Through sense group division and rhythm practice, master English sentence pausing patterns to improve reading fluency and naturalness.
3. Through contextual dialogue and creative reading, apply pronunciation skills in authentic situations to enhance phonological awareness and speaking proficiency.
重点 Help students accurately distinguish between the six vowel sound pairs and master appropriate sense group division in sentences.
难点 How to guide students in accurately discriminating similar vowel sounds and naturally applying sense group pausing in reading practice.
板 书 设 计 Unit 2 Pronunciation
Vowel Sounds:
/ / - or, oor (short, sport, door, floor)
/ / - o (drop, borrow)
/u / - oo, u (spoon, food, blue, flute)
/ / - oo, u (cook, good)
/ɑ / - ar (far, party)
/ / - u (but, hunt)
Sense Groups:
Peter: Mum, | can I invite my friends | to our new house
Mum: Sure, | Peter. || But we need to clean up first. 教学准备 PPT slides, audio materials, word cards, pronunciation diagrams
教育之于心灵，犹雕刻之于大理石。——爱迪生 2
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Phonological awareness activation 【 5 min】 1. Play minimal pair word recordings to sensitize students to sound differences they will encounter.
2. Use contrastive exercises like "sport-short" to activate students' sound discrimination abilities. 1. Listen carefully to recordings and attempt to distinguish pronunciation features of different words.
2. Participate in contrastive exercises to develop sensitivity to vowel sound differences.
Ⅱ. Presentation Vowel sound learning and practice (1) 【 12 min】 1. Systematically explain the six vowel sound pairs with mouth position diagrams and tongue placement visuals.
2. Play recordings and guide students through repetition exercises while correcting individual pronunciation errors. 1. Observe pronunciation diagrams and imitate teacher's mouth positions to learn correct sound production.
2. Repeat after recordings carefully and attempt to produce accurate vowel sounds for word categorization.
Ⅲ. Practice Sense group division and reading practice (2) 【 13 min】 1. Explain the concept of sense groups and demonstrate appropriate pausing patterns in English sentences.
2. Guide students to mark sense groups in the dialogue and conduct group reading practice sessions.
3. Circulate to provide individual guidance and help students improve reading rhythm and intonation. 1. Learn sense group division methods and mark appropriate pausing positions in the dialogue text.
2. Practice dialogue reading in groups while paying attention to sense group pausing and intonation patterns.
3. Listen to each other and provide feedback to improve reading fluency and expressiveness gradually.
Ⅳ. Promotion Pronunciation application and extension 【 10 min】 1. Create new situational dialogues that require students to apply learned sounds and reading techniques.
2. Organize reading performance activities while providing positive feedback and constructive suggestions.
3. Summarize pronunciation rules and reading techniques while emphasizing importance of accurate production. 1. Create and practice new situational dialogues applying learned pronunciation and reading techniques appropriately.
2. Participate actively in performances while listening carefully to others and learning from their strengths.
3. Reflect on personal pronunciation challenges and identify areas for continued practice and improvement.
作业 布置 Must do: Record a audio clip reading words containing all six vowel sounds from the lesson with attention to accuracy. Choose to do: Find a short English dialogue, mark sense groups, and record a reading with appropriate pausing and intonation. 预计时长：≤20分钟
教学 后记

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