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新人教版八年级上册英语Unit 2 Home Sweet Home第一课时 Section A 1a-2c教学设计
一、教学目标：
1. Language Competence: students are able to accurately read, spell and understand key words and phrases like "pack up", "sweep", "clean", "feed", etc.
2. Cultural Awareness: Guide students to pay attention to cultural differences in family life, and enhance their sense of identify with family culture and respect for different family cultures.
3. Thinking Quality: Cultivate students’ logical thinking and language organization abilities through describing and discussing family activities.
4. Learning Ability: Improve students’ listening comprehension skills. They should be able to accurately obtain key information in listening exercises.
二、教学重难点：
1. 重点：The understanding and application of key words and phrases, such as "pack up things", "sweep the floor".
2. 难点：The flexible use of "Can / Could you please... " and "Could I... " sentence patterns in different situations, and the understanding and differentiation of their tone differences.
三、教学内容及过程：
Step1. Greeting and Lead-in
Greet students warmly: "Hello, boys and girls! How are you today What did you do at home last weekend " Have a simple daily conversation with students to create a relaxed classroom atmosphere.
Design Intent: Starting with a warm greeting and daily chat helps students feel at ease and get involved. It also brings in the topic of "housework" naturally by linking to their real weekend life, making the lesson more connected to their own experiences.
Step2. Presentation
Use PPT to display the pictures of housework activities in 1a. Present phrases like "pack up things", "sweep the floor", "clean the bathroom" one by one.
Design Intent: Using PPT with pictures makes new words visual and specific, so students can understand and remember them more easily. Showing one phrase each time avoids overwhelming students and lets them focus on each item.
Teach new words, such as "hang up" and "sort".
Design Intent: Teaching new words right after related phrases helps build students' vocabulary in an orderly way. It makes sure they have enough words to use in later activities.
3) Present the key sentence patterns "Can / Could you please... " and "Could I... " The teacher demonstrates the pronunciation, explains the sentence structure and the different tones when making polite requests and asking for permission.
Design Intent: Showing pronunciation and explaining sentence structures clearly helps students grasp the correct form and use of polite requests. Talking about tone differences makes them aware of how to communicate properly, which is important for good interaction.
Step3. Listening Practice
Ask students to look at the activities in 1a. The teacher says, "Now, let's listen to some conversations. Please tick the things that Jim's dad ask him to do."
Design Intent: Letting students look at the activities first helps them guess what they'll hear, which is a helpful listening strategy. This guessing step makes them better at focusing on key info during the listening task.
Play the recording of 1b again. Ask students to complete the summary blanks in 1b.
Design Intent: Playing the recording again gives students another chance to catch details they missed before. Filling in summary blanks makes them process information more deeply and practice taking notes.
Step4 Pair work
The teacher sets an example: "Let's talk about the chores. Can you please sweep the floor Sure. I'll do it right away."
Design Intent: Giving a clear example gives students a model to follow, so they feel less nervous about starting the conversation. It shows them how to use the target language naturally.
Ask students to work in pairs. Imitate the example and talk about housework using the key sentence patterns. The teacher walks around the groups, observes students’ conversation situations, and gives guidance and help in time.
Design Intent: Pair work encourages students to interact and gives everyone a chance to practice speaking. Walking around to watch and help lets the teacher give instant feedback and support, making sure students use the language correctly.
Step5. Pronunciation
Play the pronunciation practice audio. Display the phonetic symbol classification, such as / / (pack, sweep, etc.) and /u:/ (room, spoon, etc.) Let students follow and imitate, paying attention to the mouth shape and tongue position of pronunciation.
Design Intent: Playing audio and showing phonetic symbols helps students recognize and make correct sounds. Focusing on mouth and tongue positions gives clear guidance for improving pronunciation accuracy.
Play the audio again. Students follow the reading.
Design Intent: Repeating after the audio lets students practice pronunciation many times, which reinforces what they've learned. It also helps them develop a better sense of rhythm and intonation.
Step6. Listening and Speaking
Play the dialogue recording of 2a.
Design Intent: Playing the dialogue exposes students to more natural conversations, helping them get used to listening to longer speeches and understanding the context.
Play the recording again.
Design Intent: Playing the dialogue again gives students another chance to understand details and improve their listening. It also gets them ready for the next activity.
Invite several groups of students to show their performances. Other students listen carefully and evaluate. The teacher makes a final summary and feedback, evaluating from aspects such as the integrity of the dialogue, the accuracy of pronunciation and intonation, and the richness of emotional expression.
Design Intent: Letting students perform and evaluate each other encourages active participation and critical thinking. The teacher's summary and feedback reinforce key points and give a clear review of what was learned, pointing out both good parts and areas to improve.
四、作业布置：
1) Recite the key words and phrases learned in this class. Ask parents to sign to confirm, and there will be a word quiz the next day.
2) Write a short passage of at least 50 words about the housework you do at home using the key sentence patterns learned.
3) Review the content of 3a-3d in Section A, and try to understand the general idea of the passage.
教学反思：
1. 在讨论“自己常做的家务”时，能结合生活经验积极表达。听力任务中，约80%的学生能准确完成匹配，但个别学生对“write ‘Jim’s bedroom’ on each box”等较长指令理解较慢，需训练听力技巧（如抓关键词）。
2. 改进措施：
(1) 分层教学：针对听力较弱的学生，可提供文字稿辅助理解，逐步过渡到纯听力输入。
(2) 趣味强化发音：设计“单词分类竞赛”或“发音接龙”游戏，利用多媒体资源播放标准发音，增强语音练习趣味性。
(3) 情景拓展：结合真实生活场景，设计小任务，提升语言综合运用能力。

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