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新人教版八年级上册英语Unit 2 Home Sweet Home Section A (1a-1d) 教学设计
I. Core Competency Objectives
1. Language Competence: Expand vocabulary and phrases related to household chores (e.g., hang up photos, sweep the floor), and master using modal verbs “can” and “could” to make requests.
2. Cultural Awareness: Understand the value of sharing household responsibilities and develop a sense of care for family and home.
3. Thinking Quality: Enhance critical thinking via predicting conversations, analyzing content, and summarizing request-making structures.
4. Learning Ability: Improve listening skills through pre-listening prediction and post-listening tasks, and foster collaborative skills in pair work.
II. Teaching Important and Difficult Points
1. Master vocabulary and phrases associated with housework.
2. Proficiently use the sentence patterns “Can... / Could... ” and respond appropriately.
III. Teaching Methods
- Task-based Language Teaching (TBLT)
- Situational Teaching Method
IV. Teaching Preparations
- Pictures
- PPT
- Audio Tape
V. Teaching Procedures
Step 1: Lead-in
1. Show the picture on the opening page and ask: “What are people doing in the photo Where are they How do they feel ”
2. Free talk: “What can you do for your family ”
Design Intent:
- The picture stimulates students’ interest and activates prior knowledge about family/household activities.
- Free talk encourages students to connect the topic to their own experiences, making the lesson more relatable.
Step 2: Pre-listening
1. Show the pictures in 1a and guide students to match pictures with phrases.
2. Ask: “Do you do these things at home What other chores can you think of (e.g., walk the dog, take out the rubbish, fold clothes)”
3. Show the picture and have students predict: “What chores will Jim and his father do ”
Design Intent:
- Matching pictures with phrases helps students build vocabulary visually.
- Asking about additional chores expands their word bank.
- Prediction activates thinking and prepares them for the listening task.
Step 3: While-listening
1. Listen to the conversation in 1b. Tick the things that Jim’s dad asks him to do (Have students read the title first).
2. Ask: “Why does Jim’s dad ask him to do these things ”
3. Show pictures about Jim’s new house and guide students to describe their own homes (e.g., living room → big and clean; balcony → gets a lot of sunshine).
4. Listen to the conversation and answer: “Who are in Jim’s family ”
5. Listen to the conversation again and match people with what they will do. (Remind students to read the task first. Maybe one person will do two things.)
6. Listen again and fill in the blanks.
Design Intent:
- Multiple listening tasks with different focuses (ticketing, answering questions, matching, filling blanks) help students grasp details gradually and improve listening comprehension.
- Describing homes connects listening content to personal expression.
Step 4: Post-listening
1. Discuss: “Why will they do these things ” (Expected answer: Share the chores together to make home better.)
2. Summarize: “How do we organize a conversation when we want to make requests or ask for permission ”
3. Have students make a conversation using chores from 1a.
Design Intent:
- Discussing the reason behind chores promotes critical thinking and understanding of family responsibility.
- Summarizing request structures helps students internalize grammar points.
- Role-playing provides oral practice and applies learned language.
Step 5: Summary
Recap key vocabulary, sentence patterns, and the importance of sharing household chores.
VI. Homework
1. Look for more phrases about chores.
2. Finish the related exercise.
VII. Blackboard Design
Unit 2 Home Sweet Home (Section A 1a-1d)
Homework = Chores
- Chores: pack up things, sweep the floor, clean the bathroom, feed the fish, hang up photos, water the plants
- Request patterns:
- Can you...
- Could you...
- Responses:
- Sure.
- No problem.
- Of course.
- Certainly.
- Sorry, I have to...
- Sorry, I'm afraid I can't.
Teaching Reflection
Today’s lesson centered on household chores and request-making with “can” and “could”. The lead-in successfully engaged students by linking the topic to their daily lives. In pre-listening activities, students actively expanded vocabulary and made reasonable predictions. During while-listening, most students followed tasks well, though a few struggled with detailed information—more scaffolding (e.g., simpler questions) might help next time. Post-listening role-play was lively, showing students could apply the language, but some lacked confidence in speaking. Future lessons should include more pair-work practice to support shy learners. Overall, the lesson achieved most objectives, but addressing individual differences in listening and speaking remains a focus for improvement.

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