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新人教版八年级上册英语Unit2 Home Sweet Home第三课时: Section B 1a-2c教学设计
一、教学目标:
(1) Language Competence: Students will be able to accurately read, understand and use new words and phrases in this section, such as "search", "nod", "in the corner" etc., and use them correctly in sentences with an accuracy rate of over 75%.
(2) Cultural Awareness: Through the learning of the text, understand the importance of family traditions and values in different cultures, and respect and appreciate the diversity of family cultures around the world.
(3) Thinking Quality: Analyze the content of the listening and reading materials, and summarize the main ideas and details, thus enhancing logical thinking and summarizing abilities.
(4) Learning Ability: Learn to use various learning strategies, such as context - guessing for new words, note - taking during listening, etc, to improve learning efficiency.
二、教学重难点:
(1) 重点: Master new words and phrases in this section and their usage in context.
(2) 难度: Deeply understand the cultural connotations behind family traditions and values in the text, and express personal views on family cultures.
三、教学过程:
Step 1. Lead - in
Greet students and have a free talk. "Hello, everyone! How was your weekend Did you do anything interesting at home "
Design Intent: Having a free talk about students’ weekends helps activate their existing experiences, builds a relaxed classroom vibe, and naturally leads to the topic connected with family, getting students ready for the upcoming learning tasks.
Step 2. Vocabulary Learning
Present new words and phrases in 1a one by one on the PPT, such as "search for", "nod", "in the corner". Read them aloud with students several times, and then ask students to read them individually.
Design Intent: Showing new words and phrases one by one on the PPT and reading them aloud with students helps them get familiar with the key vocabulary. Having students read individually after group repetition strengthens their memory, which lays a good foundation for the later listening, speaking, and reading activities.
Step 3. Listening Practice
Before listening to the audio of 1b, let students look at the pictures and the words in 1a, and predict what they may hear in the conversation.
Design Intent: Letting students look at pictures and words in 1a to predict what they’ll hear in the conversation helps develop their listening strategies. This way, students can be more engaged in the listening process and improve their ability to understand the audio.
Step 4. Speaking Activity
Divide students into pairs. Let them use the words and phrases in 1a to make a conversation about a family event. For example, they can talk about searching for a lost family photo in the corner of the house.
Design Intent: Dividing students into pairs and asking them to make conversations about a family event with the new words and phrases gives them a chance to use vocabulary in realistic situations. It can improve their oral English skills and make them more confident when speaking.
Step 5. Reading and Discussion
(1)Present the reading passage in 2a. Let students read it silently and answer the question: "What is the main idea of the passage "
(2) After reading, have a group discussion. Ask students: "What kind of family values are mentioned in the passage Do you agree with them Why or why not "
(3) Each group selects a representative to share their group's opinions. The teacher summarizes and guides students to share their group's opinions. The teacher summarizes and guides students to think deeply about family values.
Design Intent: First, having students read the passage silently to find the main idea helps them practice reading for the main point. Then, the group discussion about family values in the passage encourages students to think deeply about the cultural meanings. It also allows students to share their own opinions and learn from each other.
四、作业布置:
(1) Recite the new words and phrases learned in this class.
(2) Write a short passage about a family tradition in your family, using the words and sentence patterns learned in this lesson. The passage should be at least 80 words.
(3) Review the content of 2d - 3c in Section B.
五、教学反思:
本次课将围绕情态动词"can"与"could"的用法展开，通过语法对比、选择题及情景对话编写等活动，帮助学生掌握“请求”与“许可”的表达方式。(1)语法对比直观清晰：通过表格呈现“Can I... ”(表许可)与“Could you... ”的典型例句及应答(如“Yes, good idea!”“Sorry, but...”),学生能直观理解两者功能差异。(2)情境练习贴近实际：选择题与情景对话任务设计贴近学生生活，激发表达欲望。

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