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新人教版八年级上册英语Unit2 Home Sweet Home Section A (1a-1d)教学设计
1. Core Literacy Objectives
1. Language Ability: Students can recognize and use housework-related vocabulary and expressions, read words with accurate pronunciation based on relevant letter sounds, and read sentences with appropriate pauses and rhythm.
2. Listening & Speaking Competence: Students can comprehend dialogues centered on housework, quickly identify key information (such as characters and actions) to complete listening tasks effectively. They can also retell how different family members share housework with the support of texts and tables.
3. Cultural Awareness: Students understand the importance of sharing housework within a family and appreciate the value of contributing to a better home environment.
4. Learning Ability: Students can actively participate in brainstorming and discussion activities, enhancing their ability to cooperate and communicate with peers in English.
2. Teaching Material Analysis
This lesson focuses on listening and speaking skills. Section 1a presents 6 pictures paired with corresponding phrases, all related to housework. In 1b, students listen to a dialogue and tick the tasks Jim’s father asks him to do. For 1c, students need to listen to the dialogue again and match each family member with the housework they will undertake. Section 1d provides a sample dialogue about politely asking someone to do housework.
3. Teaching Procedures
Ⅰ. Greet
- Teacher: Good morning / afternoon, everyone! Welcome back to our English class. How are you today
- Students: (Respond to the teacher’s greeting.)
Design Intention: To establish a friendly and relaxed classroom atmosphere, helping students transition from break time to class mode, feel comfortable interacting with the teacher, and get mentally prepared for the lesson.
Ⅱ. Lead-in
1. Teacher: Let’s look at the pictures on Page [XX] (refer to the textbook). What are the people in the pictures doing
- Students: The boy is sweeping the floor. The dad is... They’re doing chores—like housework!
2. Teacher: Great observation! How do you think they feel while doing these things
- Students: They look happy and relaxed. Because they’re making their home cleaner and nicer.
3. Brainstorm:
- Teacher: Do you usually do housework at home What kind of housework do you do
- Teacher: Who else does housework in your family How do you share it
Design Intention: By discussing the textbook pictures and daily housework experiences, students can activate their existing knowledge of housework, arouse their interest in the lesson topic, and smoothly prepare for the upcoming listening activities.
Ⅲ. Before Listening
- Teacher: We just talked about some housework. What other kinds of chores can we do at home Let’s list them together.
- (Students share answers; the teacher writes key vocabulary on the blackboard: take out the rubbish, do the dishes, wash the dishes, do the laundry, walk the dog, sweep the floor, make the bed, clean the bathroom, help to cook, pack up things, feed the fish, hang up photos, water the plants)
Design Intention: This activity helps students recall familiar housework vocabulary and expand their word bank with new related terms. It builds a solid language foundation for students to understand the content of the listening materials later.
Ⅳ. While-listening
1. Teacher: Today, Jim and his dad are talking about something important. Let’s listen to their dialogue first and figure out what they’re discussing.
- (Students listen once and answer: They’re talking about moving to a new house.)
2. Teacher: Correct! Now listen again carefully. Tick the things Jim’s dad asks him to do (refer to 1b). While listening, pay attention to the order of tasks—you might hear words like “first”, “then”, or “after that”.
- (Students listen again and complete 1b; the teacher checks answers briefly.)
3. Teacher: Since they’re moving to a new house, everyone needs to do some chores. Let’s look at 1c. Listen to the dialogue a third time and match each family member with their chores.
- (Students complete 1c; the teacher leads a class check.)
4. Teacher: Let’s read the two short dialogues in 1d together. Can you find the sentences used for “asking for permission” and “making polite requests”
- (Students read and identify the sentences.)
Design Intention: Through layered listening tasks (grasping main ideas → catching details → understanding language functions), students gradually improve their listening skills. Analyzing sentences for “asking permission” and “making requests” helps them understand how to use English appropriately in real-life communication scenarios.
Ⅴ. Post-listening
- Teacher: Now let’s do a role-play! Imagine I’m your parent. If you want to ask for permission to do something, or ask me to help with chores, talk to me politely using the words and sentences we learned from 1a-1d. You can use the word bank for help:
- (Word Bank: Can / Could you please.... ; Could we keep some fish Could you feed them every day ; Can I... ; Yes. / No.)
- (Students take turns practicing the role-play with the teacher and their peers.)
Design Intention: This speaking activity creates a realistic communication scenario for students. It allows them to apply the target vocabulary and sentence structures (housework terms, polite requests) in practice, which not only improves their speaking ability but also boosts their confidence in using English to communicate.
4. Blackboard Design
U2 SA 1a-1d
- Chores = Housework
pack up things
sweep the floor
feed the fish
hang up photos
sort things into boxes
grow flowers
- 1. Ask for permission
- Can / Could I ...
- Of course / Sure / Yes, you can.
- Sorry / No, you can’t.
- 2. Make polite requests
- Can / Could you....
- Yes / Sure / OK / No problem.
- Sorry, I can’t.
5. Teaching Reflection
Overall, today’s lesson went smoothly. Students showed great enthusiasm when talking about housework—many actively shared their own experiences at home, which made the class atmosphere lively and encouraged more participation in group activities. Most students successfully mastered the housework-related vocabulary and could use the sentence structures for polite requests and permission.
However, there were also areas to improve. During the post-listening role-play, a few students were still hesitant to speak in English—they either spoke very softly or paused frequently. In future lessons, I will design more low-pressure speaking tasks (such as pair work first, then whole-class sharing) for these students and create a more supportive environment to encourage them to express themselves confidently.
Additionally, I need to better manage class time. Today, the While-listening section took a few minutes longer than planned, so the Post-listening practice was a bit rushed. Next time, I will set clearer time limits for each activity and adjust flexibly to ensure every part is fully implemented.

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