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
I. Core Literacy Objectives
1. Language Ability: Master key vocabulary (arrival, add, borrow) and the usage of polite request structures like "Could you please...", "Can I...", to improve accurate language expression and communication competence.
2. Listening & Speaking Skills: Accomplish listening tasks successfully, retell conversations, and develop the ability to understand and deliver information in listening and speaking activities.
3. Cultural Awareness & Thinking Quality: Through topics about making home sweet and polite requests, foster positive attitudes towards family life and polite communication, and develop critical thinking when creating new conversations.
II. Teaching Important and Difficult Points
- Understand the main content of the conversation and complete related tasks.
- Make polite requests and ask for permission properly.
III. Teaching Methods
- Task-based Language Teaching (TBLT)
- Situational Teaching Method
IV. Teaching Preparations
- Video clips
- PPT materials
V. Teaching Procedures
Step 1: Lead-in
- Show pictures and ask: "What did Peter's family do to make their home sweet "
- Then ask: "What can we do to make home sweet "
- Free talk: "What will you do if your grandparents come to visit "
Design Intent for Lead-in:
By showing pictures and raising questions, students are guided to connect with their own life experiences about making home sweet and family visits. This activates their prior knowledge, arouses interest in the topic, and creates a situational context for the following listening and speaking activities, laying a foundation for better engagement in the lesson.
Step 2: Pre-listening
1. Show pictures and guide students to discuss: "Let's see what preparations Jim's family make for their grandparents "
2. Predict: "Find some clues in the pictures to guess what might happen in the conversation."
Design Intent for Pre-listening:
Before listening, students get familiar with the background situation through pictures, which helps reduce anxiety in listening comprehension. Predicting based on clues trains their thinking ability and prepares them mentally for the upcoming listening task, making the listening process more purposeful.
Step 3: While-listening
1. Listen to the conversation and fill in the blanks. (Tip: Write down the first letter of the missing words.)
2. Read the conversation again and match the chores with their names.
3. Finish the mind map and discuss: "How to make a home sweet "
Design Intent for While-listening:
Different listening tasks at this stage help students grasp specific information and the main idea of the conversation step by step. Filling in blanks and matching chores train their ability to catch key details, while completing the mind map encourages them to summarize and organize information, developing their logical thinking and listening comprehension skills.
Step 4: Post-listening
1. Read the conversation and answer the questions about it.
2. Discuss: "How did they feel (Be excited → Be glad → Be positive → Polite)"
3. Complete the mind map with information from 2a and add more things to other sections.
4. Listen to the conversation again, role-play it, paying attention to sense groups, pauses, and tones.
5. Retell the conversation in your own words.
6. Group work: Peter is preparing for his friend's visit to his new home but needs help. Make up conversations between Peter and his family. (First, classify phrases, give examples, then divide into groups to practice.)
Design Intent for Post-listening:
After listening, various activities deepen students' understanding and application of the conversation. Answering questions and discussing feelings help them comprehend the context and emotional pleting and expanding the mind map cultivates their ability to integrate and expand information. Role-playing and retelling enhance their oral expression and pronunciation skills. Group conversation making encourages collaborative learning and creative use of language, promoting the development of their communication and creative thinking abilities.
Step 5: Summary
- Guide students to summarize what they have learned in this lesson, including key vocabulary, sentence structures for polite requests, and how to describe making home sweet.
Design Intent for Summary:
Summarizing helps students review and consolidate the key points of the lesson, clarifying the knowledge and skills they have acquired, and enhancing their ability to reflect and summarize.
VI. Homework
- For students A and B: Recite the conversation.
- For student C: Finish the related exercise.
VII. Blackboard Design
Unit 2 Home Sweet Home Section A (2a-2e)
Jim's new house
- family → clean up the home
- Dad asked Jim → put up new clock
- Dad asked Helen → move his chair
- Helen → put some flowers
Teaching Reflection:
In today's lesson, students showed great enthusiasm in the lead-in part, actively sharing their ideas about making home sweet, which indicated that the situational introduction successfully aroused their interest. During the pre-listening and while-listening activities, most students could follow the tasks and grasp the key information, showing good progress in listening comprehension. However, in the post-listening role-play activity, some students were still hesitant in using the polite request structures naturally, and their pronunciation and intonation needed further improvement. For future lessons, more targeted practice on oral expression, especially on the fluency and naturalness of using functional language, should be provided. Also, grouping strategies could be adjusted to ensure that each student has more opportunities to participate in collaborative activities, so as to better promote their language communication ability.

展开更多......

收起↑