Unit 2 Home Sweet Home 英文公开课一等奖创新教案（5课时表格式）人教版（2024）八年级英语上册

Unit2HomeSweetHome英文公开课一等奖创新教案（5课时，表格式）人教版（2024）八年级英语上册Unit2HomeSweetHome

第1课时SecionA(1a-1d)

TeachingObjectives1.LanguageCompetenceVocabulary:Learnchores(e.g.,packupthings,hangupphotos)andpronouncethemcorrectly.Listening:Identifychoresinconversations(1b)andmatchpeopletotasks(1c).Speaking:Use“Couldyouplease..."tomakepoliterequestsandrespondappropriately.2.CulturalAwarenessRecognizethatsharinghouseholdchoresisawaytocontributetothefamily.3.ThinkingQualityAnalyticalThinking:Extractkeyinformation(who,what)fromlisteningmaterials.CreativeThinking:Createoriginaldialoguesaboutchores.4.LearningAbilityUsepre-listeningpredictiontoimprovecomprehension.Collaborateinpairs/groupstopracticespeaking.

TeachingKeyPointsMasterchorevocabularyand“Couldyouplease...”pletelisteningtasksbycapturingspecificdetails.

TeachingDifficultiesDistinguishingsimilarchoresinlistening(e.g.,sortthingsintoboxesvs.packupthings).Usingpoliterequestsflexiblyinreal-lifecontexts.

TeachingProceduresStep1:Warm-up&VocabularyIntroduction(5mins)DailyConnection:Show1apictures.Ask:“DoyoudothesechoresathomeWhatchoresdoYOUdo"Elicitanswers(e.g.,“Isweepthefloor.”“Ifeedthefish.").VocabularyTeaching:Teachphraseswithactions:Packupthings(mimepacking),sweepthefloor(mimesweeping),cleanthebathroom(mimecleaning),feedthefish(mimefeeding),hangupphotos(mimehanging),watertheplants(mimewatering).Highlightpronunciation(e.g.,hang/h/,sweep/swi:p/).Step2:ListeningPractice—1b(8mins)Pre-listeningPrediction:Show1boptions:hangoutwithfriends,sortthingsintoboxes,write“Jim’sbedroom”oneachbox,packuphisthings.Ask:“WhichtasksarechoresWhichareformoving/cleaning"(Infer:sort,write,packarechores;hangoutisleisure.)While-listening:Playtherecording.StudentstickJim’sdad’srequestedchores.Answers:sortthingsintoboxes;write“Jim’sbedroom”oneachbox;packuphisthings.Post-listeningCheck:Explainkeyphrases:o(classify),packup(putaway).Step3:ListeningDeepDive—1c(10mins)Pre-listeningAnalysis:Show1c’speople(Jim,Peter,Helen,Mum,Dad)andtasks(A-F).Ask:“WhatchoresmighteachpersondoGuess!"While-listening:Playtherecording.Studentsmatchpeopletotasks.Answers:Jim→A(sweepthefloor)Peter→B(growflowersonthebalcony)Helen→C(hangupthephotos)Mum→D(cleanthebathroom)Dad→E(invitefriendstothenewhouse)Post-listeningDiscussion:Ask:“WhydoeseachpersondothesetasksHowdotheycooperate”(Highlightfamilyteamwork.)Step4:OralProduction—1d(12mins)ModelDialogue:Teacher-studentdemo:T:“Couldyoupleasewatertheplants"S:“Sure.”/“Sorry,Ihavetocleanthebathroomnow."Emphasizeintonation(risingforrequests:“Couldyouplease...”).PairWork:Studentscreatedialoguesusing1a’schores.Example:A:“Couldyoupleasefeedthefish"B:“Sure!/Sorry,Ineedtopackupthingsfirst.”Encourageaddingreasons(e.g.,“I’mbusywithhomework.").Role-playPresentation:Invite2–3pairstoperform.Classevaluates:“ClearpronunciationLogicalresponse”Step5:Summary&Homework(5mins)KnowledgeSummary:Writecorevocabularyandsentencesontheboard:Chores:packup,sweep,clean,feed,hangup,water.Requests:Couldyouplease...→Sure./Sorry,Ihaveto...Homework:Listening:Listento1b/1cagainandimitatethepronunciation.Writing:Write3dialoguesaboutchorerequests(usedifferentchores).Creativity:Drawa“FamilyChoreChart"andlabelwhodoeswhat.

BlackboardDesignWhatcanyoudoforyourhome

▍ChoresVocabulary:

packupthings

sweepthefloor

cleanthebathroom

feedthefishhangupphotoswatertheplants▍KeySentences:

—Couldyoupleasewatertheplants—Sure./Sorry,Ihavetocleanthebathroomnow.

TeachingReflectionStrengths:Connectedlessonstostudents’dailylives(chores),boostingengagement.Usedpredictionandanalysistoimprovelisteningskills.Weaknesses&Improvements:Somestudentsconfusedsimilarchores(e.g.,sortvs.pack).Nexttime,userealobjectstodemonstrate.Shystudentshesitatedtospeak.Addmoregroupworktobuildconfidence.

第2课时Pronunciation&（2a-2d）

TeachingObjectives1.LanguageCompetencePronunciation:Accuratelypronounce//(e.g.,door,sport),//(e.g.,drop,borrow),andothertargetsounds;identifysound-letterpatterns.Listening:Complete2a’sdialoguebycapturingverbs(e.g.,decorate,hang,add).Speaking:Use“Couldyouplease...”tomakerequests(e.g.,Couldyouhelpdecoratetheroom).2.CulturalAwarenessRecognize“grandmaclean"asaculturalconcept(thoroughcleaningforelders)andappreciatefamilyhospitality.3.ThinkingQualityAnalyticalThinking:Extractdetailsfromthedialogue(e.g.,Helen’splantobuyflowers).CreativeThinking:Expandthemindmapwithpersonalideas(e.g.,preparegrandparents’favoritefood).4.LearningAbilityApplysound-letterassociationtolearnnewwords.Collaborateingroupstocreaterole-plays(2e).

TeachingKeyPointsMastervowelsoundsandtheirspellingpatterns.Understandthedialogueanduserequestphrases.

TeachingDifficultiesDistinguishingsimilarvowelsounds(e.g.,/u/spoonvs.//cook).Interpretingculturalimplications(e.g.,“grandmaclean”).

TeachingProceduresStep1:Warm-up&CulturalConnection(5mins)FamilyPhotoSharing:Showaphotoofafamilywelcomingguests.Ask:“WhatdopeopledotowelcomeguestsShareyourideas!"(Elicit:clean,decorate,preparefood.)PreviewPronunciation:Showthepronunciationtable.Askstudentstopredictsoundsforor/oor(e.g.,short,door→//).Step2:PronunciationPractice(10mins)Listen&Repeat(Pronunciation1):Playtherecording.Studentsrepeatwords,focusingonvowelsounds://:short,sport,fork(addfork);door,floor,porch(addporch).//:drop,borrow,box(addbox)./u/:spoon,food,moon(addmoon);blue,flute,glue(addglue).//:cook,good,book(addbook)./ɑ/:far,party,car(addcar).//:but,hunt,cup(addcup).SoundClassificationGame:Givestudents5newwords(e.g.,north,hot,shoe,cut,farm).Theyclassifythemintosoundgroups.Step3:DialogueListening—2a(8mins)Pre-listeningPrediction:Read2a’sdialoguecontext(grandparentsvisiting).Ask:“WhatdotheyneedtodoGuessverbs:decorate,clean,hang...”While-listening:Playtherecording.Studentsfillinblanks:preparefortheirarrival;decoratetheirroom;hangaclock;addachair;putflowers;flowershop.Post-listeningCheck:Explainnewverbs:decorate(makebeautiful),hang(putonthewall),add(placeextra).Step4:DialogueAnalysis—2b-2c(12mins)2b:ComprehensionQuestions:Studentsreadthedialogueandanswer:No,theyhaven’t.Becausetheroomisn’t“grandmaclean"yet.“Grandmaclean”meansverythoroughcleaning(meetinggrandparents’highstandards).TobuyflowersforGrandma(shelovesflowers).Iusuallytalkwiththem,helpthemwithchores...2c:MindMapCreation:Studentscompletethemindmapwithinfofrom2a(e.g.,hangaclock,addaflowervase).Expand“other"sections:Addthings:aphotoofthefamily,asoftblanket.Cleanup:dusttheshelves,tidythecloset.Step5:Speaking&Role-play(10mins)2d:Role-playtheDialogue:Studentspracticeinpairs,focusingonpoliteintonation(e.g.,“Couldyouplease...”).Invite1pairtoperform,emphasizingnaturaldelivery.2e:GroupConversationCreation:GroupscreatedialogueswherePeterasksfamilyforhelp(e.g.,“Mum,couldyoucookGrandma’sfavoritedish").Eachgrouppresentstheirdialogue,andtheclassvotesforthe“MostPoliteRequest.”Step6:Summary&Homework(5mins)Summary:Recapvowelsounds,keyverbs(decorate,hang,add),andrequestpatterns.Highlightculturaltakeaway:“Weshowlovebypreparingcarefullyforelders."Homework:Pronunciation:Recordyourselfreadingthepronunciationwordsandsendtotheteacher.Writing:Writealistof5thingsyou’ddotowelcomegrandparents,usingnewverbs.Survey:Askyourfamilywhattheydotowelcomeguestsandshareinclass.

BlackboardDesignVerbs:prepare,decorate,hang,add,buy

Sentences:

—Couldyouhelpdecoratetheirroom—Yes,sure./Noproblem.

TeachingReflectionStrengths:Linkedpronunciationtoreal-lifedialogue,makingsoundsmeaningful.Exploredculturalnuances(e.g.,“grandmaclean”),deepeningunderstanding.Weaknesses&Improvements:Vowelsoundconfusion(e.g.,/u/vs.//)maypersist.Useminimalpairs(e.g.,foodvs.good)forcomparison.Shystudentsmaystrugglein2e.Providesentenceframes(e.g.,“Couldyouplease...Ineedto...because...").

第3课时GrammarFocus

TeachingObjectives1.LanguageCompetenceDifferentiatecan(direct)andcould(polite)forrequests/permission.Usecan/couldcorrectlyinquestionsandresponses(e.g.,Couldyouplease...→Sure./Sorry,I...).2.CulturalAwarenessRecognizethatpolitelanguage(e.g.,couldforrequests)showsrespectincommunication.3.ThinkingQualityInductiveThinking:Summarizecan/couldrulesbyanalyzing3a’ssentences.CreativeThinking:Designlogicaldialoguesfor3c’sscenarios.4.LearningAbilityDevelopself-studyskills(grammaranalysis)andcooperationskills(groupdialoguecreation).

TeachingKeyPointsUsagerules:couldformorepoliterequests;canforbothrequestsandpermission.Politeresponses:Affirmative(Sure.)andnegative(Sorry,I...withreasons).

TeachingDifficultiesChoosingbetweencanandcouldindifferentcontexts(e.g.,formalvs.informal).Creatingnaturaldialogueswithcorrectgrammarandpragmatics.

TeachingProceduresStep1:Warm-up&ContextualIntroduction(5mins)DailyScenarioPresentation:Showpicturesofdailyrequests(e.g.,borrowingapen,askingforhelpopeningadoor).AskstudentstosaytherequestsinChinese,thenguidethemtoEnglish:“Canyouhelpme”“Couldyoupleasepassthepen"GuidingQuestion:Ask:“What’sthedifferencebetweencanandcouldhereWhydoweusecouldsometimes”(Elicit:couldismorepolite.)Step2:GrammarInduction(3a,15mins)Analyze3aSentences:Studentsread3aindependently,thendiscussinpairs:Markrequests(R)andpermission(P)foreachquestion.Example:Couldyoupleasesweepthefloor→R(requestforhelp).CouldIhangoutwithmyfriends→P(askingforpermission).SummarizeRules:Teacherleadsstudentstoconclude:FunctionFormTone&UsageResponsesRequestCouldyouplease...Polite(forothers’help)Sure./Noproblem./Sorry,I...Canyou...Direct(casual)PermissionCouldI...Polite(askingtodosth.)Yes,youcan./No,youcan’t...CanI...Direct(casual)HighlightKeyPoints:Couldisoftenusedforpoliteness;responsesusecan(notcould).Negativeresponsesmustexplainreasons(e.g.,Sorry,Ihavetopackupfirst.).Step3:ContextualPractice(3b,12mins)AnalyzeDialogues:Studentsread3b’sdialoguesandoptions(A-D),then:Identifythefunction(request/permission)andcontext(e.g.,“showyoutheway"→askingfordirections).MatchQuestionstoDialogues:Individuallychooseanswers,thendiscussingroups:Dialogue1:“Letmeshowyoutheway”→C(MrLake,canIuseyourtoilet).Dialogue2:“becarefulwithit"→D(CouldIuseyourcomputer).Dialogue3:“basketballgametomorrow”→B(CanIstayoutuntileleven).Dialogue4:“Ihavetodosomework"→A(Couldyougivemearidetotownnow).ExplainChoices:Focusonhowcontext(e.g.,“toilet”needsdirections,“computer"needscare)determinesthequestion.Step4:CreativeDialogueCreation(3c,15mins)ScenarioAnalysis:Present3c’sfourscenarios(e.g.,“phoneisdead,”“sickathome").Providesentenceframes:Requests:Can/CouldI...Couldyouplease...Responses:Sure./Ofcourse./Sorry,Ican’t.Ihaveto...GroupWork:Studentsworkingroupsof3–4tocreatedialoguesforeachscenario.ExampleforScenario2(sickathome):A:CouldIborrowyourEnglishnotesIwassickyesterday.B:Sure!Hereyouare.Letmeexplainthedifficultpartstoo.Presentation&Feedback:Groupsperformtheirdialogues.Theclassevaluates:Grammaticalaccuracy(correctcan/coulduse).Pragmaticappropriateness(politetone,logicalresponses).Step5:Summary&Homework(3mins)GrammarRecap:Reviewcan/couldrulesforrequestsandpermission,emphasizingpoliteness.Homework:Writing:Complete3c’sdialoguesinwriting,addingdetails.Observation:Record3examplesofcan/coulduseindailylife(e.g.,familyconversations)andsharethemnextclass.

BlackboardDesignGrammarFocus:Can&CouldforRequests&Permission1.Requests(请求)vs.Permission(许可):-Requests:*Couldyouplease...*(polite)/*Canyou...*(direct)-Permission:*CouldI...*(polite)/*CanI...*(direct)2.Responses:-Affirmative:*Sure./Noproblem.*-Negative:*Sorry,I...*(explainreasons)

TeachingReflectionStrengths:Inductivelearning(studentsdiscoverrules)enhancesunderstanding.Scenario-basedpracticeconnectsgrammartoreal-lifecommunication.Weaknesses&Improvements:Somestudentsmayconfusecanandcouldinresponses.Addcontrastexercises(e.g.,Couldyou...→Yes,Ican.vs.No,Ican’t.).Shystudentsmaystruggleingrouppresentations.Providesentenceframesandpeersupport.

第4课时SectionB（1a-1e）

TeachingObjectives1.LanguageCompetenceReadandunderstandtheSpringFestivalstory,extractingkeydetails(1b-1c).Usephraseslikecatchthetrain,pullheavyluggage,sharesnacksincontext.2.CulturalAwarenessUnderstandtheculturalimportanceofreturninghomeforSpringFestivalinChina.Reflectonuniversalvaluesof“home”(love,belonging,warmth).3.ThinkingQualityAnalyticalThinking:Analyzehowfamilymembers’actionscreatealovinghome(1c).CriticalThinking:DiscusswhythefamilychosetospendSpringFestivalinthevillage(1d).

4.LearningAbilityApplyreadingstrategies(prediction,skimming,scanning)tocomprehendtext.Collaborateingroupstodiscussandshareideasabout“home."

TeachingKeyPointsComprehendthestoryandcomplete1c’ssentencecompletion.UnderstandculturalmeaningsofSpringFestivalreunions.

TeachingDifficultiesInterpretingemotionalsubtleties(e.g.,Mum’stears,familiartasteofhome).Articulatingpersonalunderstandingof“home”in1e.

TeachingProceduresStep1:Warm-up&EmotionalActivation(5mins)1a:Discuss“Home"FeelingsAsk:“HowdoeshomemakeyoufeelShareonewordorasentence.”Elicitresponses(e.g.,warm,safe,loved,happy).Writekeyadjectivesontheboard.CulturalConnectionShowaSpringFestivalimage(redlanterns,familydinner).Ask:“WhatfestivalisthisWhydopeoplegohomeduringthistime"(Elicit:SpringFestival,familyreunion.)Step2:Pre-reading:Prediction&Vocabulary(8mins)PredicttheStoryReadthetitle“GoingHomefortheSpringFestival”andlookattheillustration.Ask:“WhatdoyouthinkhappenedinthestoryWhoarethecharactersWhatmighttheydo"KeyVocabularyPreviewTeachphraseswithactions:Catchthetrain(mimerunning),pullheavyluggage(mimecarrying),setthetable(mimearrangingdishes),sharesnacks(mimegiving).Step3:While-reading:ComprehensionLayers(18mins)1b:SkimmingforMainIdeasStudentsreadquicklytoanswer:Wheredidtheygo→Mum’shometown(grandparents’village).What’sthewriter’sname→Notmentioned.Feelingswords→Happy,tearsinhereyes,hadagoodlaugh.1c:ScanningforDetailsStudents精读thestorytocomplete1c’ssentences:stoodinthecoldwind(Grandpa&cousin).Grandpa(helpedpullluggage).werebusycookingdinner(Grandma,aunt,uncle).Myparents(wenttohelpinthekitchen).askedforWenwen’sfavouritesnacks(Grandpa).I(sharedsnackswithcousin).Discuss:“Howdotheseactionsshow‘homeisfulloflove’”(e.g.,waitingincoldwind→care;cookingtogether→warmth).Step4:Post-reading:Cultural&EmotionalReflection(12mins)1d:DeepDiscussionGroupquestions:WhydidtheyspendSpringFestivalinthevillage→Toreunitewithgrandparents,honortraditions.Whatdoyouthinkofthefamily→Caring,close-knit,traditional.Connecttoreallife:“DoyourfamilyhavesimilartraditionsShareanexample."1e:Poem&“Home”InterpretationReadthepoem“Home"together.Discussitsmeaning(home=family,belonging).Shareopinions:“WhichopinionresonateswithyouWhyAddyourownidea.”(e.g.,“Homeiswheremypetwaitsforme.")Step5:Summary&Homework(5mins)Summary:Recapthestory:SpringFestivalreunion→familyactions→feelingsoflove.Highlightculturaltakeaway:“Homeisaplaceofloveandtradition.”Homework:Writing:Describea“lovinghomemoment"(realorimagined),using1c’sphrases.Interview:Askafamilymember,“Whatdoes‘home’meantoyou”andsharetheiranswerinclass.

BlackboardDesignHowdoyoufeelathome

▍StoryDetails(1b-1c):

-Where:Mum’shometown(grandparents’village)

-FamilyActions:

Grandpa&cousin:stoodincoldwind

Grandpa:pulledluggage

Grandma/aunt/uncle:cookeddinner

Parents:helpedinkitchen

Grandpa:askedforsnacks

I:sharedsnacks▍CulturalInsights:

-SpringFestival=familyreunion,tradition,love.▍“Home"Meanings(1e):

-Family,welcome,love,feeling...

TeachingReflectionStrengths:Connectedlanguagelearningtoculturalvalues,makingthestorymeaningful.Layeredreadingtasks(skimming→scanning→analyzing)builtcomprehensionstepbystep.Weaknesses&Improvements:Somestudentsmaystruggletoarticulateemotionalinsights.Providesentenceframes(e.g.,“Homemakesmefeel...because...”).Limitedtimefor1e’spoem.Extenddiscussionbycomparingwithforeignviewsof“home."

第5课时SectionB（2a-3c）

TeachingObjectives1.LanguageCompetenceVocabulary:Masterwords(e.g.,search,nod,community)andcollocations(e.g.,cleanupthebathroom,hangupthephoto).Writing:Analyzeemailstructure(3b)andwritearequestemail(3c)withclearlogic.2.CulturalAwarenessAppreciatecommunitywarmth(2c)andcollaborativespiritinhomedecoration.3.ThinkingQualityAnalyticalThinking:ExtractrequestsfromZhangPeng’semail(3a)andidentifywritingsteps(3b).LogicalThinking:Organizeideasforarequestemail(purpose→details→action).4.LearningAbilityUsegamification(2a)tolearnvocabularyandpeerfeedbacktoimprovewriting.

TeachingKeyPointsMastervocabularyandcollocations;understandemailstructure.

TeachingDifficultiesUsingcollocationscorrectlyincontext;writingacoherent,politerequestemail.

TeachingProceduresStep1:VocabularyWarm-up—2aCrossword(8mins)GroupCompetition:Dividestudentsinto3groups.Solve2a’scrosswordusingclues(e.g.,“tolookforsomething”→search;“moveheadupanddown"→nod).Awardpointsforspeedandaccuracy.WordExplanation:Explaintrickywords:community(neighbors),valuable(important),journey(longtrip).Step2:CollocationPractice—2b(10mins)Match&Discuss:StudentsmatchColumnA(verbs)withColumnB(nouns):packup→theluggage;cleanup→thebathroom;hangup→thephoto;takeout→therubbish.Discuss:“Whyarethesecollocationslogical”(e.g.,cleanup+bathroom→logicalaction).SentenceCreation:Writesentenceswiththecollocations(e.g.,“CouldyoucleanupthebathroomIt’sdirty.").Step3:ContextualVocabulary—2c(8mins)LetterAnalysis:Readthecommunitywelcomeletter.Fillinblankswithcommunity,ready,free,arrival,invite,soon.Answers:soon(Wehopeyou’llfeelathomesoon),arrival(Yourarrivalbringsjoy),invite(inviteyoutotheparty),community(Inourcommunity),ready(alwaysreadytohelp),free(feelfreetomunityDiscussion:Ask:“What