人教版（2024）英语八年级上册Unit 2 Home Sweet Home 公开课一等奖创新教学设计（6课时）

人教版（2024）英语八年级上册Unit2HomeSweetHome公开课一等奖创新教学设计（6课时）人教版英语八年级上册Unit2HomeSweetHome教学设计

单元教材分析

UnitThemeAnalysis(单元主题分析)

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

OverviewofUnitEmphasisandDifficulties（单元重难点一览）

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

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

单元学情分析及教学建议

LearningSituationAnalysis(学情分析)

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(教学建议)

1．Usemultimediaresourceslikepicturesandvideostoshowdifferenthomescenesandhouseholdactivities,makingteachingmorevividandinteresting,andstimulatingstudents'interest.

2．Adopttaskbasedandcooperativelearningmethods.

3．Providewritingtemplatesandexamplesforwritingtasks.Increasestudents'writingpracticeopportunitiesandgivetimelyfeedback.

4．Payattentiontoindividualdifferencesamongstudents,providedifferentlevelsoftasksandguidancetomeettheneedsofdifferentstudents.

5．Incorporatecrossculturalcomparisonactivities,suchasdiscussingdifferencesbetweenhomedecorationsindifferentcountries,toexpandvocabularyanddeepenunderstandingofhomeasauniversaltheme.

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

单元整体目标

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

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

ThinkingQuality（思维品质）Analyzeandcomparedifferentpeople’sfeelingsandpracticesabouthome,andexpresspersonalopinionslogically.2.Cultivatecreativitywhenthinkingabouthowtomakeahomecomfortable.

LearningCapability（学习能力）StimulateinterestinlearningEnglishbydiscussinghome-relatedtopics.Learntocollectandorganizeinformationabouthome.3.Improvelearningefficiencythroughlistening,speaking,readingandwritingpractice.

单元课时分配

第一课时SectionA【(1a—1d)&Pronunciation1—2】

第二课时SectionA(2a—2e)

第三课时SectionA(GrammarFocus3a—3c)

第四课时SectionB(1a—1e)

第五课时SectionB(2a—3c)

第六课时SectionB(Project&Reflecting)

第一课时SectionA【(1a—1d)&Pronunciation1—2】

TeachingProcedures(教学过程)

Activity1Warmingupandrevision(感知与注意)

T:Class,whatcomestoyourmindwhenyouthinkofhome

Ss:Family,warmth,comfort…

T:Great!Now,turntoyourdeskmateandshare:WhatchoresdoyoudoathomeHaveyoueverdonesomethingspecialforyourhome

设计意图：通过展示标题和图片，引发学生对家的思考，激活已有知识，激发对本单元话题的兴趣。

Activity2Presentation(获取与梳理)

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

(Studentstickandshare.)

T:Now,let'slearnthewordsin1a.

设计意图：通过勾选家务活动，复习和巩固相关词汇，为后续语言输出做准备。

Activity3Listening(获取与梳理)

T:Listentotheconversationin1b.Beforelistening,lookatthequestionsonthescreenandpredicttheanswers.

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

T:Now,listencarefullyandtickthethingsthatJim'sdadaskshimtodo.

(Playtherecording.Studentslistenandmatch.)

T：Let'scheck.

设计意图：通过听力练习，训练学生获取关键信息的能力，提高听力理解水平。

Activity4Listening(获取与梳理)

T:Listentotheconversationin1candmatchthepeoplewithwhattheywilldo.

(Playtherecording.Studentslistenandmatch.)

T:Let'scheck.Explainyourchoices.

设计意图：进一步提升听力理解能力，学会在听力中匹配信息，加深对对话内容的理解。

Activity5Practice(概括与整合)

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.

设计意图：让学生运用所学进行口语交流，实现知识输出，提高口语表达能力。“家务分享会”增强互动与合作，了解不同家务情况。

Activity6Pronunciation(归纳与应用)

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

设计意图：通过听读和小组竞赛，帮助学生归纳元音发音规则，培养语音意识，提高发音准确性。

Activity7Listenandrepeat(归纳与应用)

T:ListentothesentencesinPronunciation2.Noticethesensegroupsandpauses,andreadthemaloudwiththecorrectintonation.

设计意图：帮助学生注意句子的意群和停顿，帮助他们培养自然的说话节奏和语调。

Activity8Homework(课后作业)

Writeashortdialogueaboutassigningchoresathome,usingthewordsandsentenceslearnedtoday.

BlackboardDesign(板书设计)

第一课时SectionA【(1a—1d)&Pronunciation1—2】Keywords:packupthings,sweepthefloor,cleanthebathroom…Keysentencepatterns:—Can/Couldyouplease…？—Sure./Sorry,Ihaveto…Pronunciation:Vowelsounds://,//,/u/,//,/ɑ/,//

TeachingReflection(教学反思)

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

第二课时SectionA(2a—2e)

TeachingProcedures(教学过程)

Activity1Warmingup(感知与注意)

T:Class,lookatthepicturesontheboard.Theyshowacleanroom,aclockandflowers.Whatdotheseitemshaveincommon

Ss:Preparingforguests!

T:Great!Todaywe'lllearnhowtogetreadyforvisitors.Turntoyourpartneranddiscuss:HaveyoueverhelpedprepareyourhomeforguestsWhatdidyoudo

设计意图：通过图片和提问激活学生关于“准备迎接客人"的生活经验，引发兴趣，为本课时话题做铺垫。

Activity2Listening(获取与梳理)

T:Lookat2a.Thereareblanksinthesentences.Listentotheconversationandfillintheblanks.

设计意图：通过听力获取具体准备任务，训练细节捕捉能力，熟悉目标词汇。

Activity3Reading(获取与梳理)

T:Readtheconversation.Answerthequestionsin2b.

(Studentsworkinpairs.)

设计意图：通过阅读理解，培养信息提取和整理能力，加深对为迎接客人准备家的相关信息的了解。

Activity4Reading(获取与梳理)

T:Nowcompletethemindmapin2cwiththeinformationfrom2aand2b.

设计意图：用思维导图整合听力信息和阅读细节，培养“从听力和阅读中提取、分类信息”的能力。

Activity5Languagepratice(内化与运用)

T:Listentotheconversationagainandrepeataftertherecording.Payattentiontothepronunciationandintonation.

(Studentsreadandrepeat.)

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

设计意图：通过跟读和角色扮演，让学生在实践中运用所学语言知识，模仿语音语调，提高口语表达的准确性和流利度，增强语言运用能力和语感。

Activity6Groupwork(想象与创造)

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).

设计意图：将“长辈来访准备"情境迁移到“朋友聚会”场景，灵活运用“请求"句型，培养语言创新能力。

Activity7Homework(课后作业)

Takeaphotoofyourhomeandwriteadescriptionofhowyou'dprepareitforguests.ShareontheEnglishlearningplatformandcommentonothers'.

BlackboardDesign(板书设计)

第二课时SectionA(2a—2e)Keywords:arrival,plan,add,treasure,lift…Keysentencepatterns:Couldyouplease…？CanI…？Usefulexpressions:makethebed,cleanup,hangup…

TeachingReflection(教学反思)

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

第三课时SectionA(GrammarFocus3a—3c)

TeachingProcedures(教学过程)

Activity1Presentation(获取与梳理)

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

设计意图：通过文本分析，让学生初步认识语法形式，建立“请求与许可”的语法概念，为后续应用奠基。

Activity2Practice(概括与整合)

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

(Studentssolveeachconversationonebyone,andthendiscusstheirchoicesingroups.Theteacherguidesthestudentstoseehowthecontexthelpsthemdecidewhetherit'sarequestorpermissionquestion.)

设计意图：让学生在情境中运用“can"和“could”，巩固语法知识，提高语言运用能力。

Activity3Practice(概括与整合)

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

(Studentsworkinpairstoroleplayallfoursettings.)

设计意图：通过生活化场景，让学生在实际互动中运用所学的语法知识，提高口语表达的自然性和实用性，实现语言的迁移运用，增强他们的交际能力。

Activity4Homework(课后作业)

Writeadialogueusingatleastthree“can"or“could”requestsandresponses.

BlackboardDesign(板书设计)

第三课时SectionA(GrammarFocus3a—3c)Keygrammar:“can"and“could”forrequestsandpermissionSentenceexamples:CanIuseyourcomputerCouldyouhelpmewiththedishesUsagenotes:politedegrees,whentouseeach

TeachingReflection(教学反思)

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

第四课时SectionB(1a—1e)

TeachingProcedures(教学过程)

Activity1Warmingup(感知与注意)

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

(Studentsdiscussinpairsandsharetheirfeelingsabouthome.)

T:Now,wearegoingtoreadastoryaboutgoinghomefortheSpringFestival.Let'sgetreadytoexplorethefeelingsandexperiencesinthestory.

设计意图：通过话题讨论，激发学生对家的情感表达，为接下来阅读故事营造情感氛围，做好主题铺垫。

Activity2Reading(获取与梳理)

T:Readthestory“GoingHomefortheSpringFestival”in1b.Thenanswerthefollowingquestions：

WheredidthewritergofortheSpringFestival

What'sthenameofthewriter

Inthetext,whatwordsareusedtodescribepeople'sfeelings

(Studentsreadthestorycarefully,findtheanswers,andthencheckwiththeirpartners.)

设计意图：通过定向阅读任务，训练学生快速提取关键信息(地点、情感)，理解故事的核心内容(春节回家的经历与情感)，为后续分析家庭互动做准备。

Activity3Practice(概括与整合)

T:Turnto1c.Completethesentencestoseewhateachfamilymemberdidtomakethehomefulloflove.

(Studentsworkindividually,andthenpeerreview.)

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

(Encouragestudentstofindmoreexamplesfromthetext.)

设计意图：通过细节提取，让学生理解家庭成员的具体行为如何构建“充满爱的家”，培养文本分析能力，深化对家的情感理解。

Activity4Groupwork(内化与运用)

T:Workingroups.Discussthequestionsbelow：WhydoyouthinkthefamilyspenttheSpringFestivalatthevillage？Whatdoyouthinkaboutthewriter'sfamilymembers

(Studentsdiscussingroups.)

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

设计意图：培养学生口头沟通能力，通过小组合作讨论加深对文章内容和主题意义的理解，鼓励他们表达自己的观点，并从他人的视角中学习。

Activity5Writing(想象与创造)

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

(Studentswriteindividually,andthenshareinpairs.Theteacherselectsstudentstopresenttheirmanifestostotheclass.)

设计意图：通过创意写作，让学生将阅读感悟转化为个性化表达，提升语言运用能力，强化对“家"的主题理解，实现从输入(阅读故事)到输出(创作表达)的转化。

Activity5Homework(课后作业)

Interviewafamilymemberaboutwhathomemeanstohimorher.Writeashortreport.

BlackboardDesign(板书设计)

第四课时SectionB(1a—1e)Keyplaces:hometown,villageKeyevents:travelinghome,familyreunion,sharingmealsFeelingsandthoughts:warm,nostalgic,senseofbelonging,themeaningofhomeSentenceexamples：Homeis…Itsmellslike…(Grandma'scooking)Itsoundslike…(Dad'slaughter)Itfeelslike…(warmhugs)

TeachingReflection(教学反思)

Studentsshowedengagementduringreadinganddiscussionactivities,butsomestruggledtoarticulatetheirperspectivesclearlyinthediscussion.Providingmoretopicspecificlanguageframeswouldsupportbetterexpression.Whilethesummarywritingtaskhelpedreinforcecomprehension,somestudentsneededguidanceonbalancingdetailandconciseness.

第五课时SectionB(2a—3c)

TeachingProcedures(教学过程)

Part1VocabularyinUse

Activity1Vocabularypresentation(获取与梳理)

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

设计意图：以拼图游戏形式激发学习兴趣，通过视觉和逻辑推理，帮助学生初步感知单元新词汇，为后续任务奠定基础。游戏化学习符合初中生认知特点，提升词汇记忆效率。

Activity2Vocabularypractice(概括与整合)

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

设计意图：通过练习，巩固学生对新学词汇和短语的掌握，提高运用能力，检验学生对词汇的理解和记忆情况。

Part2ReadingforWriting

Activity1Readingandcomprehension(感知与注意)

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

设计意图：通过阅读，让学生熟悉文章内容和结构，感知语言表达，为写作做铺垫。

Activity2Practice(获取与梳理)

T:Lookat3b.WeneedtoputthethingsinordertoseehowZhangPengorganizeshisideasinwriting.

Activity3Writingpractice(想象与创造)

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

设计意图：应用3a的请求表达和3b的结构逻辑，创作个性化邮件，将阅读输入转化为写作输出，提升实际交际能力。

Activity4Homework(课后作业)

Writeashortpassagetoshowushowyouwanttodecorateyourroomandshareitwithyourclassmates.Afterthat,drawapictureaboutyourdreaminghouse.

BlackboardDesign(板书设计)

第五课时SectionB(2a—3c)EmailStructureSubject:RoomDecorationHelpBody：·Description:Myroomneeds…·Plan:Let'smeetat…on…．·Requests:Canyou…？Closing:Bestwishes,[Yourname]

TeachingReflection(教学反思)

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

第六课时SectionB(Project&Reflecting)

TeachingProcedures(教学过程)

Activity1Choreselfassessment(感知与注意)

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

(Studentschecktheirdailychores.)

T:Shareyourlistwithyourparewhodoesmorechoresathome.

设计意图：激活学生做家务的生活经验，让项目学习贴近日常，为调查任务做铺垫，增强学习的现实感。

Activity2Classsurvey(获取与梳理)

T:Designasurveycardwiththethreequestions：

Wh