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Unit 2 Home Sweet Home Section B (3a~Project) 教案
—— 读写课与项目活动：装饰房间与写求助邮件（人教版八年级上册 2026-2027学年）
课题 Unit 2 Home Sweet Home Section B (3a~Project) 学科 英语
年级 八年级 教材版本 人教版（2024）
课时 第 1 课时 课型 读写课+项目活动
教学方法 任务型教学法、PWP阅读教学法、过程性写作教学法 教学用具 多媒体课件、黑板、粉笔
学情分析 八年级学生在本单元前几课中已学习了关于家务、房间物品及家庭生活的相关词汇，对情态动词can/could表示请求和许可的用法已有初步掌握。但在实际书面表达中，学生较少接触英文邮件的写作格式，对如何组织一封结构清晰、语气礼貌的求助邮件缺乏系统认知。本课通过阅读Zhang Peng写给John的求助邮件，引导学生理解邮件六大结构，并运用所学完成自己的求助邮件写作，同时通过项目活动调查班级同学的家务情况，培养合作与表达能力。
教学目标 ①语言能力：能读懂Zhang Peng的求助邮件，提取其中的关键请求信息；掌握英文邮件的六大结构（Header/称呼/开篇/主体/结尾/落款）和写作五大要素（背景/对象/请求/协商/收尾）；能运用decorate, share, paint, near, choose, brushes等核心词汇写一封求助邮件。②学习能力：通过阅读范文归纳邮件结构，通过3b排序活动培养逻辑组织能力。③思维品质：通过对比分析理解英文邮件的语篇结构，提升信息归纳与逻辑排序能力。④文化意识：了解英语邮件的格式规范和礼貌用语，增强跨文化书面交际意识。
教学重难点 重点：理解英文邮件的六大结构，掌握写求助邮件的五大要素；能正确运用cover（遮盖/包括/封皮）、What do you think about/of... 、walk the dog / walk to...等语言点。难点：在实际写作中灵活运用礼貌用语提出请求，合理安排邮件内容的逻辑顺序；区分cover的多重含义和walk作及物动词与不及物动词的不同用法。
一、教学过程
Step 1 Warm-up（热身导入）（3~5 min）
【教师活动】T: Good morning, class! Before we start today's lesson, let's watch a short video about a family moving into a new house. Pay attention to what they are doing. (播放视频)
【学生活动】Ss: (学生观看视频，观察画面中一家人搬入新居、讨论如何摆放家具和装饰房间的场景)
【教师活动】T: What does this video talk about Can anyone describe what you saw
【学生活动】Ss: The video shows a family moving into a new house. They are discussing how to arrange furniture and decorate their new home together.
【教师活动】T: Excellent! So today our topic is also about decorating a room. Do you like decorating your own room What furniture or decorations would you put in your bedroom
【学生活动】Ss: Yes, I like it! I would put a bookshelf, some posters, and a desk lamp in my bedroom.
【教师活动】T: Great ideas! Decorating a room can be fun, but sometimes we need help from friends. Today we are going to learn how to write an email to ask a friend for help with decorating.
视频导入：Watch the video — 搬家装饰场景
视频讨论：What does this video talk about
【过渡语】同学们对装饰房间的话题很感兴趣，也初步感受到了搬家和装饰的生活场景。接下来我们将进入阅读环节，学习一封真实的求助邮件。
Step 2 Reading（阅读教学）（12~15 min）
Pre-reading（读前预测）
【教师活动】T: Before we read the email, let's recall something. Do you still remember the structure of an email What basic parts does a standard English email have
【学生活动】Ss: An email has a sender, a receiver, a subject, and the body.
【教师活动】T: Good! A standard English email usually includes these parts: To, Subject, Greeting, Body, Closing, and Signature. Let's list them out. Keep this in mind because we will analyze the email structure later.
Pre-reading：邮件基础结构梳理
【教师活动】T: Now, let's look at the email from Zhang Peng to John. Zhang Peng's brother and he want to decorate their room, and they need John's help. Let's read the email together and find out what Zhang Peng asks his friend to do.
【学生活动】Ss: (学生翻开课本，准备阅读3a的邮件)
While-reading 3a（读邮件找请求）
While-reading 3a：Read the email and find out what Zhang Peng asks John to do
【教师活动】T: Read the email carefully. What does Zhang Peng ask John to help with Let's find the specific requests in the email.
【学生活动】Ss: Zhang Peng asks John to help decorate their room. He also asks John to bring brushes and to help choose some photos to hang on the walls.
【教师活动】T: Very good! Let's read the key sentences together: 'It was fun to decorate your room last month.' And 'On Sunday, we can meet at the paint shop near the shopping centre and choose the paint together.' Notice how Zhang Peng politely makes his requests.
【学生活动】Ss: (学生跟读重点句子) It was fun to decorate your room last month. / On Sunday, we can meet at the paint shop near the shopping centre and choose the paint together.
【知识点】重点句子解析：It was fun to decorate your room last month. 句中it是形式主语，真正的主语是to decorate your room；On Sunday, we can meet at the paint shop near the shopping centre and choose the paint together. 句中near the shopping centre是介词短语作后置定语，修饰the paint shop。
While-reading 3b（排序组织思路）
While-reading 3b：Put the things in order
【教师活动】T: Now let's do 3b. Put the things in order to see how Zhang Peng organizes his ideas in writing. Here are the six items: ask John to bring the brushes; ask John to help decorate the room; ask John to help choose some photos to hang on the walls; describe how the room looks now; tell John about the plan for the walls; ask John to meet on Sunday at the paint shop. Work in pairs and number them 1-6.
【学生活动】Ss: (学生两人一组，讨论并排序)
【教师活动】T: Let's check the answers. The correct order is: 1. describe how the room looks now; 2. tell John about the plan for the walls; 3. ask John to help decorate the room; 4. ask John to bring the brushes; 5. ask John to help choose some photos; 6. ask John to meet on Sunday at the paint shop. Do you see the logic Zhang Peng first describes the situation, then makes requests, and finally arranges a meeting time.
【学生活动】Ss: Yes! He starts with the background, then makes specific requests, and ends with a plan.
【知识点】邮件写作的逻辑顺序：先交代背景和现状（describe the room / tell the plan），再提出具体请求（ask for help / bring tools / choose photos），最后协商时间和后续安排（meet at the paint shop）。这种由背景到请求再到协商的顺序使邮件条理清晰、易于理解。
【过渡语】通过3a和3b的活动，同学们已经理解了Zhang Peng邮件的内容和结构。接下来我们进入读后环节，系统学习写求助邮件的六大步骤。
Post-reading（读后总结：写邮件六大步骤）
Post-reading：写求助邮件六大步骤（1-3）
Post-reading：写求助邮件六大步骤（4-6）
【教师活动】T: Let's summarize how to write an email requesting help. There are six steps. Step 1: Header — include To and Subject. Step 2: Greeting — start with 'Hi + name' or 'Dear + name'. Step 3: Opening — give background information and explain why you need help.
【学生活动】Ss: (学生记录六大步骤)
【教师活动】T: Step 4: Body — list your specific requests clearly with details like time, place, and items. Step 5: Closing — politely express thanks and look forward to a reply. Step 6: Signature — use a polite closing like 'Best,' or 'Yours,' and then write your name.
【学生活动】Ss: So the structure is: Header → Greeting → Opening → Body → Closing → Signature.
【知识点】写求助邮件的六大结构：① Header（邮件头部：To收件人、Subject主题）；② Greeting（称呼：Hi/Dear + 名字+逗号）；③ Opening（开篇：铺垫背景+说明事由）；④ Body（主体：分点提出具体请求，附带时间/地点/物品细节）；⑤ Closing（结尾：礼貌期盼回复）；⑥ Signature（落款：礼貌结束语+写信人姓名）。
【过渡语】我们已经掌握了邮件的六大结构。接下来进入写作环节，学习写求助邮件的五大核心要素，并分析一篇范文。
Step 3 Writing（写作教学）（10~12 min）
写作五大要素
写作核心五大要素
【教师活动】T: When we write an email asking for help, we need to include five key elements. First: Background — introduce your situation and explain why you need help. Second: Recipient — clearly identify who you are writing to. Third: Specific requests — list what you need help with, including details like time, items, and place. Fourth: Negotiation — ask for the other person's opinion and suggestions. Fifth: Polite ending — express thanks and wait for a reply.
【学生活动】Ss: (学生记录五大要素) Background, Recipient, Specific requests, Negotiation, Polite ending.
【知识点】写求助邮件的五大要素：①背景缘由（介绍自身情况，说明求助起因）；②求助对象（明确写信对象）；③具体请求（分条写明需要帮忙的事，附带时间、物品、地点细节）；④协商沟通（主动询问对方意见、征求建议，体现礼貌）；⑤礼貌收尾（表达感谢，等待对方回信）。
【过渡语】五大要素已经梳理清楚。下面让我们通过3c的范文，看看Tom是如何将这五大要素融入邮件写作的。
3c 范文分析（Tom写给Mary的求助邮件）
3c 写作任务与范文开头
3c 范文主体段落
3c 范文结尾与落款
【教师活动】T: Let's read the model email from Tom to Mary. Tom wants Mary to help decorate his bedroom. Let's analyze how Tom uses the five elements. First, what's the background
【学生活动】Ss: Tom is planning to decorate his bedroom this weekend, and he hopes Mary can come over and give him a hand.
【教师活动】T: Right! Now look at the specific requests. What does Tom ask Mary to bring
【学生活动】Ss: He asks Mary to bring a pair of scissors and a brush. He also asks her to bring one of her nice paintings to hang on the wall.
【教师活动】T: Excellent! And what about the negotiation part
【学生活动】Ss: Tom says 'If you are free on Saturday morning, we can go shopping together.' He also asks Mary to let him know if she has any other ideas.
【教师活动】T: Perfect! Tom's email is a great example of a polite and well-organized request email. Notice how he uses 'could you bring...' and 'can you bring...' to make polite requests. The closing 'I'm really looking forward to your coming' is warm and friendly.
【学生活动】Ss: Yes, Tom's email is very polite and clear. I can follow this structure when I write my own email.
【重点强调】3c范文中的礼貌请求表达
Tom在范文中使用了多种礼貌请求方式："I really hope you can come over and give me a hand!"（委婉表达希望）、"could you bring a pair of scissors and a brush "（Could you please...句型）、"can you bring one of your nice paintings "（Can you...句型）、"Let me know if you have any other ideas."（邀请对方提建议）。这些表达都体现了请求时的礼貌和尊重。
【过渡语】范文分析完毕，同学们对求助邮件的结构和语言有了深入理解。接下来我们进入项目活动环节，调查班级同学的家务情况。
Step 4 Project（项目活动）（8~10 min）
4a 勾选家务
Project 4a：Tick the chores you do at home
【教师活动】T: Now let's move on to the Project activity. First, look at 4a. Tick the chores you do at home. You can also add more chores that are not on the mon chores include: sweep the floor, fold clothes, take out the rubbish, wash dishes, walk the dog, water plants, and so on. Take one minute to tick your chores.
【学生活动】Ss: (学生独立勾选自己做过的家务，并补充其他家务)
【过渡语】好，大家都已经勾选了自己做过的家务。接下来我们将进行班级调查，了解同学们的家务频率和看法。
4b 班级调查
Project 4b：Do a class survey（频率与具体家务）
Project 4b：调查同学对做家务的看法
【教师活动】T: Now for 4b, do a class survey. Ask your classmates the following three questions. Question 1: What chores do you do Question 2: How often do you do chores Question 3: What do you think about doing chores Walk around the classroom and interview at least three classmates. Use the sentence patterns we learned.
【学生活动】Ss: A: What chores do you do B: I sweep the floor and fold my own clothes every weekend. I also help to buy small daily things for my family. / A: How often do you do chores B: I sweep the floor twice a week after finishing homework. I go shopping with my mom once every seven days. / A: What do you think about doing chores B: I think chores are not boring at all. They make our house warm and let me share housework with my family.
【教师活动】T: Great job! You used 'twice a week', 'once every seven days', and 'share housework with my family' very naturally.
【知识点】项目活动中的核心表达：How often... 用于询问频率，回答可用 once/twice/three times a week/day；What do you think about... 用于询问看法，相当于How do you like... ；share sth with sb 表示"与某人分享/分担某事"。
【过渡语】调查结果非常丰富。现在请各组代表向全班汇报你们的发现。
4c 汇报发现
Project 4c：Report your findings to the class
【教师活动】T: Now for 4c, report your findings to the class. Each group should choose a reporter to share what you found. You can say: 'In our group, most students sweep the floor twice a week. Three students think chores are boring, but five students think chores make our house warm.'
【学生活动】Ss: In our group, Li Wei takes out the rubbish every day. Wang Fang waters the plants three times a week. Most of us think doing chores helps us share housework with our family.
【教师活动】T: Excellent report! You used the third person to report your findings clearly. Well done!
【过渡语】项目活动进行得很顺利，同学们不仅练习了口语交际，还学会了如何用英语调查和汇报。接下来我们进入Reflecting环节，反思本单元所学。
Step 5 Reflecting（反思环节）（3~5 min）
Reflecting：单元反思问题
【教师活动】T: Let's reflect on what we have learned in this unit. Please think about these four questions. Question 1: What words and expressions can you use to talk about your home Question 2: Can you use can or could to make polite requests and ask for permission Question 3: What can you do to make your home comfortable Question 4: What did you learn about the meaning of home Discuss with your partner.
【学生活动】Ss: We can use words like decorate, paint, brushes, furniture, and phrases like share with, be careful with, take out the rubbish. / Yes, we can use 'Can/Could you please... ' and 'Can/Could I... ' / I can clean my room, help with chores, and put nice decorations on the walls. / I learned that home is not just a house. It's a warm place where we share love and help each other.
【教师活动】T: Beautifully said! Home is indeed a place full of love and sharing.
【过渡语】反思让我们对本单元的主题有了更深的理解。接下来我们系统学习本课的三个重要语言点。
Step 6 Language Points（语言点讲解）（5~8 min）
Language Point 1: cover 的三种用法
【教师活动】T: The first language point is 'cover'. It has three main meanings in this unit. Meaning 1: to hide or put something over something else. For example: 'We want to cover the animals and paint the walls light green.' The phrase 'cover... with...' means to use something to cover something else. 'Be covered with' means to be hidden by something.
【学生活动】Ss: She covered the table with a clean cloth. / The mountains are covered with snow.
【教师活动】T: Meaning 2: to include or contain. For example: 'The price covers breakfast and dinner.' Meaning 3: as a noun, it means the outer part of a book. For example: 'The book has a beautiful hard cover.'
【学生活动】Ss: (学生记录cover的三种用法)
【知识点】cover 的多义用法：①【及物动词】遮盖，常见搭配 cover... with...（用……遮盖……）、be covered with（被……覆盖）；②【及物动词】包括，包含，如 The price covers breakfast and dinner；③【名词】遮盖物；封皮，如 hard cover（硬封皮）、soft cover（软封皮）。
【易错提示】cover 的词性转换
cover 作动词时，过去式和过去分词都是 covered，现在分词是 covering。作名词时，表示"封面/封皮"，是可数名词。注意不要与 discover（发现）混淆。
Language Point 2: What do you think about/of...
【教师活动】T: The second phrase is 'What do you think about... ' or 'What do you think of... ' It means asking for someone's opinion. It's equivalent to 'How do you like... ' or 'How do you feel about... ' For example: 'What do you think about this new bedroom style '
【学生活动】Ss: What do you think of going shopping to buy decoration materials / How do you like this new bedroom style
【知识点】What do you think about/of... 是用来询问某人对某事或某人看法的常用句型，相当于 How do you like... 或 How do you feel about... 回答可用 I think... / I believe... / In my opinion... 等。注意：about 和 of 在此句型中可以互换。
Language Point 3: walk 的用法
【教师活动】T: The last language point is 'walk'. It can be a transitive verb or an intransitive verb. As a transitive verb, it means to take an animal for a walk. For example: 'My grandpa walks the dog every evening after dinner.' As an intransitive verb, it means to move on foot. For example: 'I usually walk to school on sunny days.'
【学生活动】Ss: Let's walk home together after the party.
【教师活动】T: Notice that when 'walk' is followed by a place adverb like here, there, or home, we do NOT use the preposition 'to'. We say 'walk home', not 'walk to home'. But we say 'walk to school' because 'school' is a noun.
【知识点】walk 的用法辨析：①【及物动词】牵着（动物）走；遛，如 walk the dog（遛狗）；②【不及物动词】行走；步行，walk to + 地点名词（步行去某地），但若后接 here, there, home 等地点副词，则不用介词 to，如 walk home, walk there。
【易错提示】walk home 还是 walk to home
正确的说法是 walk home（不用to），因为home是地点副词。类似地，walk here, walk there 也不用to。但对地点名词必须加to：walk to school, walk to the park, walk to the shop。
【过渡语】三个语言点已经讲解完毕，同学们要注意 cover 的多重含义、What do you think about 的同意表达以及 walk 后面是否加 to 的区别。接下来进入当堂练习环节。
Step 7 Exercises（当堂检测）（8~10 min）
I. 单项选择
Exercises：单项选择
【教师活动】T: Let's do the exercises. First, four multiple choice questions. Read each question carefully and choose the best answer.
1. We want to decorate the room, so we need to buy some ________.
A. paint B. paints C. painted D. painting
【学生活动】Ss: 1. → A (paint) paint 在此处是不可数名词，意为"油漆；涂料"。
2. After painting, could you help ________ some photos to hang on the walls
A. choose B. chose C. choosing D. chosen
【学生活动】Ss: 2. → A (choose) help (to) do sth 结构，用动词原形 choose。
3. I loved the brushes we ________ for your room last month.
A. use B. used C. using D. uses
【学生活动】Ss: 3. → B (used) 由 last month 可知用一般过去时，use 的过去式是 used。
4. We will meet at the paint shop ________ the shopping centre.
A. near B. far C. next D. from
【学生活动】Ss: 4. → A (near) near the shopping centre 意为"在购物中心附近"，near 是介词，后直接接名词。
【判断技巧】单选题解题策略
第1题注意paint作"油漆"讲时是不可数名词；第2题考查help (to) do sth结构；第3题通过时间状语last month判断时态为一般过去时；第4题考查near作介词的用法，far和next不能直接接名词，from语义不符。
II. 完成句子
Exercises：完成句子
【教师活动】T: Now let's do the sentence completion plete each sentence using the correct form of the words or phrases given.
1. 当你出去的时候，你能顺便把客厅的垃圾拿出去倒了吗？
Could you please ________ ________ the rubbish in the living room when you go out
【学生活动】Ss: 1. → take out "take out the rubbish" 意为"倒垃圾"。
2. 你觉得每周一次的家庭大扫除怎么样？
What do you ________ ________ the weekly family cleaning
【学生活动】Ss: 2. → think of "What do you think of... " 意为"你认为……怎么样？"
3. 你能把上次用的刷子带来吗？
________ you bring the ________ we used last time
【学生活动】Ss: 3. → Can; brushes 用 Can you... 提出请求，brushes 是 brush 的复数形式。
4. 我和弟弟合住一个房间。
I ________ a room ________ my brother.
【学生活动】Ss: 4. → share; with "share sth with sb" 意为"与某人分享/共用某物"。
【重点强调】本课重点短语
take out the rubbish（倒垃圾）、What do you think of... （你认为……怎么样？）、Can you bring... （你能带来……吗？）、share... with...（与……分享/共用……）是本课最核心的四个短语，要求熟练掌握并能在写作中灵活运用。
【过渡语】练习完成得不错，同学们对词汇和句型的掌握比较扎实。最后我们来总结本课内容并布置作业。
Step 8 Summary & Homework（总结与作业）（2~3 min）
Summary：本课重点内容总结
【教师活动】T: Let's summarize what we learned today. First, the new words: decorate, share, paint, near, choose, brushes... Read after me!
【学生活动】Ss: decorate! share! paint! near! choose! brushes!
【教师活动】T: Good! Now the key sentences. Sentence 1: It was fun to decorate your room last month. Sentence 2: There are cute animals on them, but the animals look too young for us. Sentence 3: On Sunday, we can meet at the paint shop near the shopping centre and choose the paint together.
【学生活动】Ss: (学生跟读重点句子)
【知识点】本课核心内容总结：词汇方面掌握 decorate, share, paint, near, choose, brushes 等核心词；句型方面掌握 It was fun to do sth. 和 We can meet at... and choose... together.；写作方面掌握英文邮件六大结构和五大要素；语言点方面掌握 cover 的三重含义、What do you think about/of... 和 walk 的及物与不及物用法。
Homework：课后作业任务
【教师活动】T: Today's homework: 1. Recite the key words and sentences of this lesson. 2. Write an email to a friend asking for help to decorate your room. Use the six-step structure and five elements we learned today. 3. Preview the next lesson. See you next class!
【学生活动】Ss: OK! See you next class!
二、板书设计（三栏式）
Email Structure（邮件结构） Key Language Points（语言点） Useful Sentences（重点句型）
1. Header
2. Greeting
3. Opening
4. Body
5. Closing
6. Signature cover: 遮盖/包括/封皮
What do you think about/of...
walk the dog / walk to...
share... with... / take out It was fun to decorate your room last month.
On Sunday, we can meet at the paint shop near the shopping centre and choose the paint together.
Five Elements:
Background / Recipient
Requests / Negotiation
Polite ending paint（不可数）
near（介词）
help (to) do sth
Can/Could you... Could you please take out the rubbish
What do you think of the colour
I share a room with my brother.
Unit 2 Home Sweet Home
Section B (3a~Project)
三、教学反思
1. Warming up视频导入环节是否成功激发了学生对装饰房间话题的兴趣？学生参与度如何？
2. Pre-reading中回顾邮件结构的环节是否有效？学生能否准确列出邮件的六个基本组成部分？
3. While-reading 3a活动中，学生是否能从Zhang Peng的邮件中准确提取三项具体请求？对重点句子的理解是否到位？
4. 3b排序活动中，学生能否理解Zhang Peng组织邮件内容的逻辑顺序？是否还需要更多的排序练习？
5. Post-reading总结的邮件六大结构是否清晰？学生能否将六大结构与自己的邮件写作联系起来？
6. 写作五大要素的讲解是否有助于学生理解求助邮件的核心内容？3c范文的分析是否充分？
7. Project活动中，学生是否能流利地使用What chores do you do / How often... / What do you think about... 进行调查？
8. 语言点讲解环节，cover的三重含义、What do you think about的同意表达、walk是否加to，学生掌握情况如何？
9. 当堂练习中，单选题第1题（paint不可数）和第2题（help do sth）的错误率如何？完成句子题是否准确？
10. 本课时间分配是否合理？阅读、写作、项目活动、语言点和练习各环节的时间是否充裕？
11. 学生在3c仿写邮件时，能否正确运用六大结构和五大要素？是否需要在下节课进行更多的写作指导？
12. 课后作业的难度是否适中？写邮件作业能否帮助学生巩固本课所学的写作技巧？

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