资源简介

新人教版八年级上册英语Unit 2 Home Sweet Home Section A (2a-2e)教学设计
Core Literacy Objectives
1. Linguistic competence: Students can accurately use household-related vocabulary and functional sentence patterns to describe chores and family interactions, enhancing their ability to communicate in real-life contexts.
2. Learning ability: Students develop strategic listening (for specific details) and interactive speaking skills through multi-sensory activities, fostering autonomy in reviewing and applying language.
3. Cultural awareness: Students recognize the value of shared family responsibilities, building a sense of cooperation and care within family dynamics.
4. Thinking quality: Students strengthen logical thinking by organizing information and critical thinking through creative role-play adaptations.
Teaching Key and Difficult Points
1. Flexible use of target sentence patterns in daily communication scenarios.
2. Natural intonation and expressive delivery in role-plays.
3. Accurate application of key language points (e.g., modal verbs for making requests).
Teaching Procedures
Step 1: Lead-in (5 mins)
- Project a slideshow of dynamic images: a child folding clothes, parents setting the table, siblings cleaning the room, etc.
- Ask: "What are they doing Who usually does these at home "
- Guide pairs to exchange ideas using "Can I help with... " or "Could you pass me... "
- Quick whole-class share: Invite 2-3 pairs to report their dialogues.
Design Intent: Visual stimuli connect new content to students’ daily lives, lowering affective filters. Pair work encourages immediate language output, activating prior knowledge of chores and request patterns to smoothly transition into the lesson.
Step 2: Listening (8 mins)
- Pre-listening: Briefly introduce the context—"Two siblings are talking about helping with housework. Listen for what they need help with."
- 1st listen: Students fill in blanks in a simplified script
- 2nd listen: Play the audio again. Students check answers in pairs, then volunteer to read the completed dialogue aloud.
- Highlight key phrases: "do the dishes," "clean my room" (write on the board).
Design Intent: Pre-listening context sets a clear focus, training students to listen for gist first. The second listen reinforces detail recognition, while peer checking promotes collaborative learning. Highlighting phrases bridges listening to vocabulary building.
Step 3: Reading (10 mins)
- Pre-read: Show the conversation in 2b. Ask: "What might the siblings argue or agree about " (Predictions encourage engagement.)
- Silent read: Students read the dialogue individually, then answer 2b’s questions
- Pair discussion: Compare answers, then share with the class.
- Mind map activity: In groups of 3, complete 2c’s mind map—label "Linda’s requests" and "Peter’s responses" with key words/phrases from the text.
Design Intent: Predicting activates schema, making reading purposeful. Answering questions hones detail-extraction skills, while group mind-mapping helps organize information visually, strengthening comprehension and logical thinking.
Step 4: Practice (12 mins)
- 1. Listen & mimic: Play the tape segment by segment. Students repeat, focusing on intonation . Mark pauses/emphasis in their books.
- 2. Role-play: Groups of 5 assign roles (2 siblings, 1 parent, 2 observers). Observers note natural intonation and correct use of patterns. After 5 mins, 1-2 groups perform; observers give positive feedback.
- 3. Activity 2e: Turn it into a "chain request" game. Start with "A: Could you fold the clothes B: Sure, if you take out the rubbish. C: I’ll take out the rubbish if you...", etc.
Design Intent: Mimicking improves pronunciation/intonation through auditory input. Role-plays with peer feedback create a low-stress environment for using language creatively. The chain game extends practice to spontaneous communication, linking classroom learning to real interaction.
Step 5: Language Points (7 mins)
- Present 2-3 key points using examples from the lesson:
- "Could" vs. "Can" for requests (politeness: "Could you... " is softer).
- Phrasal verbs: "take out" (rubbish), "fold up" (clothes).
- Quick practice: Students complete 3 short sentences (e.g., "____ you please clean the window (Could/Can)") and share.
Design Intent: Focusing on lesson-specific language points ensures relevance. Concise explanations with familiar examples help students grasp usage, while quick practice checks immediate understanding.
Step 6: Summary and Homework (3 mins)
- Student-led summary: Ask volunteers to share 1 thing they learned (e.g., "I can ask for help with ‘Could you... ’").
- Homework:
1. Finish the exercise book (focus on request patterns).
2. Talk to a family member: Use 2-3 learned phrases to offer/ask for help with chores, then write 2 sentences about it.
Design Intent: Student-led summary encourages reflection and ownership of learning. Homework connects classroom language to real life, reinforcing both accuracy (exercise book) and fluency (family interaction).
Teaching Reflection
Today’s class saw high engagement in the lead-in—students readily connected images to their home lives, which eased into the listening task well. Most grasped the key requests in the audio, though 2-3 students struggled with fast speech; next time, I’ll slow down the first play or add subtitles.
In role-plays, groups showed creativity, but a few relied too much on the script. Providing simple scenario cards might push them to improvise more.
Language points were generally clear, but "could vs. can" confused some. Using a side-by-side example ("Can you pass the salt " at home vs. "Could you pass the salt " to a guest) would make politeness differences more tangible.
Overall, the lesson hit core objectives, but differentiating tasks would better meet diverse needs.

展开更多......

收起↑