人教版（2024）英語八年級上冊Unit2HomeSweetHome公開課一等獎創(chuàng)新教學(xué)設(shè)計（6課時）人教版英語八年級上冊Unit2HomeSweetHome教學(xué)設(shè)計

單元教材分析

UnitThemeAnalysis(單元主題分析)

Thethemeofthisunitis“HomeSweetHome".Throughaseriesofactivitiesandtasks,itaimstoguidestudentstoexplorethemeaningofhome,learntodothingsfortheirhomes,makepoliterequestsandaskforpermission,findmorewaystomaketheirhomescomfortable,anddeeplyunderstandtheconnotationofhome.Studentswillsharehomerelatedexperiencesandrecognizetheimportanceofhomeinlife.

OverviewofUnitEmphasisandDifficulties（單元重難點一覽）

KeyPoints1.Masterthevocabularyandsentencepatternsrelatedtohome,suchaswordsforhouseholdchores,expressionsforpoliterequestsandaskingforpermission.2．Correctlyuse“can”and“could"forpoliterequestsandaskingforpermission.3．DescribewhattheydofortheirhomesandtheirfeelingsabouthomeinEnglish.

KeyDifficulties1.Accuratelyuse“can”and“could"forpoliteexpressionsinreallifesituations.2．Organizethoughtsandcoherentlydescribemethodstomakeahomecomfortableandthemeaningofhome.3．Understandanduseabstractconceptsandemotionalexpressionsrelatedtohome.

單元學(xué)情分析及教學(xué)建議

LearningSituationAnalysis(學(xué)情分析)

1．Studentshaveacertainlifebasedunderstandingofhome,buttheirabilitytoaccuratelyexpresshomerelatedaffairsandemotionsinEnglishislimited.

2．Theusageof“can”and“could"forpoliterequestsandaskingforpermissionmaybedifficultforstudents,andtheyneedalotofpractice.

3．Whendescribingabstractcontentssuchasthemeaningofhome,somestudentsmayhavedifficultyinorganizingthoughtsandlanguageexpressions.

4．Studentsmaystrugglewithculturalspecificvocabularyrelatedtofamilytraditions,suchas“SpringFestivalreunion”，“hometownvillage”，or“Grandma'scooking”，whichrequirecontextualexplanation.

5．Manystudentsmaylackstrategiestostructurenarrativesabouthome,suchasusingtimelinewords(first,thenandfinally)toorganizeeventsinstorieslike“GoingHomefortheSpringFestival"．

TeachingSuggestions(教學(xué)建議)

1．Usemultimediaresourceslikepicturesandvideostoshowdifferenthomescenesandhouseholdactivities,makingteachingmorevividandinteresting,andstimulatingstudents'interest.

2．Adopttaskbasedandcooperativelearningmethods.

3．Providewritingtemplatesandexamplesforwritingtasks.Increasestudents'writingpracticeopportunitiesandgivetimelyfeedback.

4．Payattentiontoindividualdifferencesamongstudents,providedifferentlevelsoftasksandguidancetomeettheneedsofdifferentstudents.

5．Incorporatecrossculturalcomparisonactivities,suchasdiscussingdifferencesbetweenhomedecorationsindifferentcountries,toexpandvocabularyanddeepenunderstandingofhomeasauniversaltheme.

6．Designgrammargamesusingphrasesfromthetextbook(e.g.Couldyoupleasewatertheplants？),makingpracticeinteractiveandengaging.

單元整體目標(biāo)

LanguageProficiency（語言能力）Masterthevocabularyandsentencepatternsrelatedtohome,aswellastheusageof“can”and“could"forpoliterequestsandaskingforpermission.Understandhome-relatedconversationsandtextsthroughlisteningandreading.Fluentlytalkaboutwhattheydofortheirhomes,makepoliterequestsandaskforpermission.4.Writeshortpassagesabouthomewithcorrectgrammarandvocabulary,suchasdescribinghomearrangementsforwelcomingguests.

CulturalAwareness（文化意識）Understandtheconceptofhomeandfamilyvaluesindifferentcultures.2.Respectandappreciatetheeffortsoffamilymembersincreatingawarmhome.

ThinkingQuality（思維品質(zhì)）Analyzeandcomparedifferentpeople’sfeelingsandpracticesabouthome,andexpresspersonalopinionslogically.2.Cultivatecreativitywhenthinkingabouthowtomakeahomecomfortable.

LearningCapability（學(xué)習(xí)能力）StimulateinterestinlearningEnglishbydiscussinghome-relatedtopics.Learntocollectandorganizeinformationabouthome.3.Improvelearningefficiencythroughlistening,speaking,readingandwritingpractice.

單元課時分配

第一課時SectionA【(1a—1d)&Pronunciation1—2】

第二課時SectionA(2a—2e)

第三課時SectionA(GrammarFocus3a—3c)

第四課時SectionB(1a—1e)

第五課時SectionB(2a—3c)

第六課時SectionB(Project&Reflecting)

第一課時SectionA【(1a—1d)&Pronunciation1—2】

TeachingProcedures(教學(xué)過程)

Activity1Warmingupandrevision(感知與注意)

T:Class,whatcomestoyourmindwhenyouthinkofhome

Ss:Family,warmth,comfort…

T:Great!Now,turntoyourdeskmateandshare:WhatchoresdoyoudoathomeHaveyoueverdonesomethingspecialforyourhome

設(shè)計意圖：通過展示標(biāo)題和圖片，引發(fā)學(xué)生對家的思考，激活已有知識，激發(fā)對本單元話題的興趣。

Activity2Presentation(獲取與梳理)

T:Let'sstartwith1a.Tickthechoresyou'vedoneathome.Thensharewithyourpartner.

(Studentstickandshare.)

T:Now,let'slearnthewordsin1a.

設(shè)計意圖：通過勾選家務(wù)活動，復(fù)習(xí)和鞏固相關(guān)詞匯，為后續(xù)語言輸出做準(zhǔn)備。

Activity3Listening(獲取與梳理)

T:Listentotheconversationin1b.Beforelistening,lookatthequestionsonthescreenandpredicttheanswers.

(Showquestionslike“WhatchoresdoesJim'sdadaskhimtodo？”and“Why？"onthescreen.Studentspredictinpairs.)

T:Now,listencarefullyandtickthethingsthatJim'sdadaskshimtodo.

(Playtherecording.Studentslistenandmatch.)

T：Let'scheck.

設(shè)計意圖：通過聽力練習(xí)，訓(xùn)練學(xué)生獲取關(guān)鍵信息的能力，提高聽力理解水平。

Activity4Listening(獲取與梳理)

T:Listentotheconversationin1candmatchthepeoplewithwhattheywilldo.

(Playtherecording.Studentslistenandmatch.)

T:Let'scheck.Explainyourchoices.

設(shè)計意圖：進(jìn)一步提升聽力理解能力，學(xué)會在聽力中匹配信息，加深對對話內(nèi)容的理解。

Activity5Practice(概括與整合)

T:Workon1d.Talkwithyourpartneraboutthechoresyoudoathome.Use“—Can/Couldyouplease…？—Sure./Sorry,Ihaveto…”

(Studentstalkinpairs.Theteacherwalksaroundandoffershelp.)

T:Let'shavea“choresharingfair".Eachpairsharesbriefly.Otherscanaskfollowupquestions.

(Eachpairshares.Othersaskquestionslike“Howoftendoyoudoit？”．)

T:Afterallshares,voteforthemosthelpful“homehelper"pair.

設(shè)計意圖：讓學(xué)生運(yùn)用所學(xué)進(jìn)行口語交流，實現(xiàn)知識輸出，提高口語表達(dá)能力?！凹覄?wù)分享會”增強(qiáng)互動與合作，了解不同家務(wù)情況。

Activity6Pronunciation(歸納與應(yīng)用)

T:Let'sworkonPronunciation1.Listenandrepeat.Focusonthevowelsounds.Then,I'lldivideyouintogroups.Eachgroupfindsthewordswiththesamevowelsoundin3minutes.Thegroupwiththemostwordswins.

設(shè)計意圖：通過聽讀和小組競賽，幫助學(xué)生歸納元音發(fā)音規(guī)則，培養(yǎng)語音意識，提高發(fā)音準(zhǔn)確性。

Activity7Listenandrepeat(歸納與應(yīng)用)

T:ListentothesentencesinPronunciation2.Noticethesensegroupsandpauses,andreadthemaloudwiththecorrectintonation.

設(shè)計意圖：幫助學(xué)生注意句子的意群和停頓，幫助他們培養(yǎng)自然的說話節(jié)奏和語調(diào)。

Activity8Homework(課后作業(yè))

Writeashortdialogueaboutassigningchoresathome,usingthewordsandsentenceslearnedtoday.

BlackboardDesign(板書設(shè)計)

第一課時SectionA【(1a—1d)&Pronunciation1—2】Keywords:packupthings,sweepthefloor,cleanthebathroom…Keysentencepatterns:—Can/Couldyouplease…？—Sure./Sorry,Ihaveto…Pronunciation:Vowelsounds://,//,/u/,//,/ɑ/,//

TeachingReflection(教學(xué)反思)

Duringthelesson,studentparticipationandunderstandingwerecloselymonitored.Somestudentsfaceddifficultiesinorallydescribinghouseholdchores;providingmoresentenceexamplesandframeworkswouldhelp.Inpronunciationpractice,ensuringindividualattentioniskey.Bytheendofthelesson,studentsshouldbrieflydiscusschoresandgraspbasicvocabularyandpronunciationrules.Futurelessonscouldincorporatemorereallifeexamplesandinteractivegamestoboostengagement.

第二課時SectionA(2a—2e)

TeachingProcedures(教學(xué)過程)

Activity1Warmingup(感知與注意)

T:Class,lookatthepicturesontheboard.Theyshowacleanroom,aclockandflowers.Whatdotheseitemshaveincommon

Ss:Preparingforguests!

T:Great!Todaywe'lllearnhowtogetreadyforvisitors.Turntoyourpartneranddiscuss:HaveyoueverhelpedprepareyourhomeforguestsWhatdidyoudo

設(shè)計意圖：通過圖片和提問激活學(xué)生關(guān)于“準(zhǔn)備迎接客人"的生活經(jīng)驗，引發(fā)興趣，為本課時話題做鋪墊。

Activity2Listening(獲取與梳理)

T:Lookat2a.Thereareblanksinthesentences.Listentotheconversationandfillintheblanks.

設(shè)計意圖：通過聽力獲取具體準(zhǔn)備任務(wù)，訓(xùn)練細(xì)節(jié)捕捉能力，熟悉目標(biāo)詞匯。

Activity3Reading(獲取與梳理)

T:Readtheconversation.Answerthequestionsin2b.

(Studentsworkinpairs.)

設(shè)計意圖：通過閱讀理解，培養(yǎng)信息提取和整理能力，加深對為迎接客人準(zhǔn)備家的相關(guān)信息的了解。

Activity4Reading(獲取與梳理)

T:Nowcompletethemindmapin2cwiththeinformationfrom2aand2b.

設(shè)計意圖：用思維導(dǎo)圖整合聽力信息和閱讀細(xì)節(jié)，培養(yǎng)“從聽力和閱讀中提取、分類信息”的能力。

Activity5Languagepratice(內(nèi)化與運(yùn)用)

T:Listentotheconversationagainandrepeataftertherecording.Payattentiontothepronunciationandintonation.

(Studentsreadandrepeat.)

T:Welldone!Now,workinpairs.Taketurnstoroleplaytheconversation.Trytoactitoutnaturally.

設(shè)計意圖：通過跟讀和角色扮演，讓學(xué)生在實踐中運(yùn)用所學(xué)語言知識，模仿語音語調(diào)，提高口語表達(dá)的準(zhǔn)確性和流利度，增強(qiáng)語言運(yùn)用能力和語感。

Activity6Groupwork(想象與創(chuàng)造)

T:Lookat2e.Peterispreparingforhisfriend'svisit.Ingroups,makeupconversationsbetweenPeterandhisfamily.Eachgroup(3－4students)createsa2－3minutedialogueusingatleast2phrasesfromthebox.Usepolitelanguage(Couldyou…？CanI…？).

(Modeladialogue,usingthesamplein2easastart.)

T:Now,somegroupsshareyourconversations.Otherslistenandevaluateusingthisrubric：

·Phrasesused(2＋fromthebox).

·Politelanguage(correctrequests).

·Creativity(uniqueideas).

設(shè)計意圖：將“長輩來訪準(zhǔn)備"情境遷移到“朋友聚會”場景，靈活運(yùn)用“請求"句型，培養(yǎng)語言創(chuàng)新能力。

Activity7Homework(課后作業(yè))

Takeaphotoofyourhomeandwriteadescriptionofhowyou'dprepareitforguests.ShareontheEnglishlearningplatformandcommentonothers'.

BlackboardDesign(板書設(shè)計)

第二課時SectionA(2a—2e)Keywords:arrival,plan,add,treasure,lift…Keysentencepatterns:Couldyouplease…？CanI…？Usefulexpressions:makethebed,cleanup,hangup…

TeachingReflection(教學(xué)反思)

Studentsactivelyparticipatedinactivities,butsomestruggledwithpronunciationandintonationduringroleplays.Individualizedguidanceisneededinfutureclasses.Forwritingtasks,offeringtipsonparagraphstructureandlinkingwordswouldimproveperformance.Students'oralandwritingskillsindescribinghomepreparationswereenhanced,withdeeperunderstandingofguestrelatedtasks.Addingreallifescenariosandculturalelementscouldincreaserelevance.

第三課時SectionA(GrammarFocus3a—3c)

TeachingProcedures(教學(xué)過程)

Activity1Presentation(獲取與梳理)

T:Workon3a.Readthequestionsandanswers.Noticehow“can”and“could"areusedforrequests(R)(askingotherstodosth.)orpermission(P)(askingtodosth.yourself).LabeleachquestionwithRorP.

設(shè)計意圖：通過文本分析，讓學(xué)生初步認(rèn)識語法形式，建立“請求與許可”的語法概念，為后續(xù)應(yīng)用奠基。

Activity2Practice(概括與整合)

T:Now,lookat3b.Thereareconversationswithmissingquestions.Choosethebestquestion(A—D)tocompleteeachconversation.Usetherepliesasclues.

(Studentssolveeachconversationonebyone,andthendiscusstheirchoicesingroups.Theteacherguidesthestudentstoseehowthecontexthelpsthemdecidewhetherit'sarequestorpermissionquestion.)

設(shè)計意圖：讓學(xué)生在情境中運(yùn)用“can"和“could”，鞏固語法知識，提高語言運(yùn)用能力。

Activity3Practice(概括與整合)

T:Let'smoveonto3c.Therearefourreallifesettings.Makeupconversationsforeach,settingusing“can"or“could”．

(Studentsworkinpairstoroleplayallfoursettings.)

設(shè)計意圖：通過生活化場景，讓學(xué)生在實際互動中運(yùn)用所學(xué)的語法知識，提高口語表達(dá)的自然性和實用性，實現(xiàn)語言的遷移運(yùn)用，增強(qiáng)他們的交際能力。

Activity4Homework(課后作業(yè))

Writeadialogueusingatleastthree“can"or“could”requestsandresponses.

BlackboardDesign(板書設(shè)計)

第三課時SectionA(GrammarFocus3a—3c)Keygrammar:“can"and“could”forrequestsandpermissionSentenceexamples:CanIuseyourcomputerCouldyouhelpmewiththedishesUsagenotes:politedegrees,whentouseeach

TeachingReflection(教學(xué)反思)

Studentsengagedactively,buterrorsinusing“can"or“could”incomplexsentencespersisted.Moreexercisesfocusingoncontextualdifferencesbetween“can"and“could”arenecessary.Bytheendofthelesson,studentsshouldbetterapply“can"or“could”politely.Usinginteractivegamesandreallifecontextscanmakegrammarlearningmoredynamic.

第四課時SectionB(1a—1e)

TeachingProcedures(教學(xué)過程)

Activity1Warmingup(感知與注意)

T:Lookatthequestion“Howdoeshomemakeyoufeel？".Shareyourthoughtswithyourpartner.Forexample,youcansayhomemakesyoufeelwarmorloved.

(Studentsdiscussinpairsandsharetheirfeelingsabouthome.)

T:Now,wearegoingtoreadastoryaboutgoinghomefortheSpringFestival.Let'sgetreadytoexplorethefeelingsandexperiencesinthestory.

設(shè)計意圖：通過話題討論，激發(fā)學(xué)生對家的情感表達(dá)，為接下來閱讀故事營造情感氛圍，做好主題鋪墊。

Activity2Reading(獲取與梳理)

T:Readthestory“GoingHomefortheSpringFestival”in1b.Thenanswerthefollowingquestions：

WheredidthewritergofortheSpringFestival

What'sthenameofthewriter

Inthetext,whatwordsareusedtodescribepeople'sfeelings

(Studentsreadthestorycarefully,findtheanswers,andthencheckwiththeirpartners.)

設(shè)計意圖：通過定向閱讀任務(wù)，訓(xùn)練學(xué)生快速提取關(guān)鍵信息(地點、情感)，理解故事的核心內(nèi)容(春節(jié)回家的經(jīng)歷與情感)，為后續(xù)分析家庭互動做準(zhǔn)備。

Activity3Practice(概括與整合)

T:Turnto1c.Completethesentencestoseewhateachfamilymemberdidtomakethehomefulloflove.

(Studentsworkindividually,andthenpeerreview.)

T:Discusswithyourpartner:Howdotheseactionsshowloveathome(e.g.Grandpa'swaiting→care;familycookingtogether→togetherness)

(Encouragestudentstofindmoreexamplesfromthetext.)

設(shè)計意圖：通過細(xì)節(jié)提取，讓學(xué)生理解家庭成員的具體行為如何構(gòu)建“充滿愛的家”，培養(yǎng)文本分析能力，深化對家的情感理解。

Activity4Groupwork(內(nèi)化與運(yùn)用)

T:Workingroups.Discussthequestionsbelow：WhydoyouthinkthefamilyspenttheSpringFestivalatthevillage？Whatdoyouthinkaboutthewriter'sfamilymembers

(Studentsdiscussingroups.)

T:Okay,time'sup.Let'sinvitesomegroupstoshareyourdiscussionresults.Therestofyou,listencarefullyandyoucanaskquestionsormakecomments.

設(shè)計意圖：培養(yǎng)學(xué)生口頭溝通能力，通過小組合作討論加深對文章內(nèi)容和主題意義的理解，鼓勵他們表達(dá)自己的觀點，并從他人的視角中學(xué)習(xí)。

Activity5Writing(想象與創(chuàng)造)

T:Readthepoemandopinions.Let'screateourown“HomeManifesto”.Usetheelementsinthestory(e.g.familyactions,hometown,familiartaste)andyourownlife.

(Studentswriteindividually,andthenshareinpairs.Theteacherselectsstudentstopresenttheirmanifestostotheclass.)

設(shè)計意圖：通過創(chuàng)意寫作，讓學(xué)生將閱讀感悟轉(zhuǎn)化為個性化表達(dá)，提升語言運(yùn)用能力，強(qiáng)化對“家"的主題理解，實現(xiàn)從輸入(閱讀故事)到輸出(創(chuàng)作表達(dá))的轉(zhuǎn)化。

Activity5Homework(課后作業(yè))

Interviewafamilymemberaboutwhathomemeanstohimorher.Writeashortreport.

BlackboardDesign(板書設(shè)計)

第四課時SectionB(1a—1e)Keyplaces:hometown,villageKeyevents:travelinghome,familyreunion,sharingmealsFeelingsandthoughts:warm,nostalgic,senseofbelonging,themeaningofhomeSentenceexamples：Homeis…Itsmellslike…(Grandma'scooking)Itsoundslike…(Dad'slaughter)Itfeelslike…(warmhugs)

TeachingReflection(教學(xué)反思)

Studentsshowedengagementduringreadinganddiscussionactivities,butsomestruggledtoarticulatetheirperspectivesclearlyinthediscussion.Providingmoretopicspecificlanguageframeswouldsupportbetterexpression.Whilethesummarywritingtaskhelpedreinforcecomprehension,somestudentsneededguidanceonbalancingdetailandconciseness.

第五課時SectionB(2a—3c)

TeachingProcedures(教學(xué)過程)

Part1VocabularyinUse

Activity1Vocabularypresentation(獲取與梳理)

T:Class,let'sbeginwith2a.It'savocabularypuzzle.Thecluesarelikelittlehintstohelpyoufindthenewwordsinthisunit.Forinstance,thefirstclueistolookforsomething.Thinkaboutwhatworditmightbe.

設(shè)計意圖：以拼圖游戲形式激發(fā)學(xué)習(xí)興趣，通過視覺和邏輯推理，幫助學(xué)生初步感知單元新詞匯，為后續(xù)任務(wù)奠定基礎(chǔ)。游戲化學(xué)習(xí)符合初中生認(rèn)知特點，提升詞匯記憶效率。

Activity2Vocabularypractice(概括與整合)

T:Workonthevocabularyexercisesin2band2c.In2b,matchthewordsincolumnAwiththoseincolumnB.Andthen,fillintheblanksinthesentenceswiththerightwords.For2c,completetheletterwiththewordsinthebox.

設(shè)計意圖：通過練習(xí)，鞏固學(xué)生對新學(xué)詞匯和短語的掌握，提高運(yùn)用能力，檢驗學(xué)生對詞匯的理解和記憶情況。

Part2ReadingforWriting

Activity1Readingandcomprehension(感知與注意)

T:Now,let'sreadthepassagein3aaboutZhangPeng'splantodecoratehisroom.Whilereading,underlinethethingsheaskshisfriendtodo.

設(shè)計意圖：通過閱讀，讓學(xué)生熟悉文章內(nèi)容和結(jié)構(gòu)，感知語言表達(dá)，為寫作做鋪墊。

Activity2Practice(獲取與梳理)

T:Lookat3b.WeneedtoputthethingsinordertoseehowZhangPengorganizeshisideasinwriting.

Activity3Writingpractice(想象與創(chuàng)造)

T:Now,let'swriteanemailtoafriend.Wewillusethestructurefrom3b(logicalorderofdescribing,planning,andrequesting)andthevocabularyfromboth3a(suchas“paint”and“hang")and3c(suchas“buysomeflowers”and“makeaposter").

設(shè)計意圖：應(yīng)用3a的請求表達(dá)和3b的結(jié)構(gòu)邏輯，創(chuàng)作個性化郵件，將閱讀輸入轉(zhuǎn)化為寫作輸出，提升實際交際能力。

Activity4Homework(課后作業(yè))

Writeashortpassagetoshowushowyouwanttodecorateyourroomandshareitwithyourclassmates.Afterthat,drawapictureaboutyourdreaminghouse.

BlackboardDesign(板書設(shè)計)

第五課時SectionB(2a—3c)EmailStructureSubject:RoomDecorationHelpBody：·Description:Myroomneeds…·Plan:Let'smeetat…on…．·Requests:Canyou…？Closing:Bestwishes,[Yourname]

TeachingReflection(教學(xué)反思)

Vocabularyactivities,suchasthegroupskits,effectivelyengagedstudents,butsomestruggledtoapplynewwordsinwriting.Incorporatingsentencelevelpracticebeforethewritingtaskwouldimproveretention.WhilethestructureanalysisofZhangPeng'semailwashelpful,fewerstudentsparticipatedinthecomparisonwithdiaryentries,indicatinganeedformorescaffolding.

第六課時SectionB(Project&Reflecting)

TeachingProcedures(教學(xué)過程)

Activity1Choreselfassessment(感知與注意)

T:Goodmorning,class!Tickthechoresyoudoathome.Youcanalsoaddyourown.Forexample,ifyouwatertheplants,writeitinthe“other”column.

(Studentschecktheirdailychores.)

T:Shareyourlistwithyourparewhodoesmorechoresathome.

設(shè)計意圖：激活學(xué)生做家務(wù)的生活經(jīng)驗，讓項目學(xué)習(xí)貼近日常，為調(diào)查任務(wù)做鋪墊，增強(qiáng)學(xué)習(xí)的現(xiàn)實感。

Activity2Classsurvey(獲取與梳理)

T:Designasurveycardwiththethreequestions：

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