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Unit 2 Home Sweet Home Section B 1a-1d
教学设计
【教学目标】
Language Competence: Acquire vocabulary like "chore", "snack", "borrow" and use phrases such as "take out the rubbish" to describe housework.
Cultural Awareness: Understand the common practice of sharing chores in Western families and compare it with domestic responsibility distributions.
Thinking Quality: Analyze the logic behind chore allocation (e.g., fairness, ability) and summarize main ideas from dialogues.
Learning Ability: Use mind maps to categorize chores and apply listening strategies (e.g., noting key nouns) for information extraction.
【教学重难点】
Key points: Verb phrases for chores (e.g., "fold the clothes", "sweep the floor") and modal verbs ("should", "could") for suggesting tasks.
Difficult points: Distinguishing "borrow/lend" and "wash the dishes/do the dishes", as well as using polite requests ("Could you... ") in chore-related contexts without tone misinterpretation.
【教学过程】
I. Lead - in
Teacher: Good morning, dear students! We have been exploring Unit 2 "Home Sweet Home", and in the previous classes, we talked about many ways of helping others. Now, let's quickly recall some of the volunteer activities we learned. Who can name one Peter.
Peter: We learned about cleaning up the city parks.
Teacher: Very good, Peter. And what else Lucy.
Lucy: Visiting the sick kids in the hospital to cheer them up.
Teacher: Excellent, Lucy. These are great examples of how we can lend a hand. Now, today we are going to focus on another aspect related to helping, which is helping those with special needs. Think about it, in our daily life, have you ever seen people who might need extra help because of some physical conditions Raise your hands if you have an idea.
(Some students raise their hands)
Teacher: Okay, let's hear from Tom.
Tom: I saw a blind man crossing the street. He needed help.
Teacher: Exactly, Tom. Blind people often face difficulties in getting around. There are also people with other disabilities who need our support. So, in this part of the unit, we will learn more about how we can help them. Are you ready
Students: Yes!
II. Vocabulary Introduction (1a)
Teacher: First, let's look at the pictures in 1a on page XX. (Show the pictures on the PPT or in the textbook) Here we have some words related to different disabilities. The first word is "blind". (Write "blind" on the blackboard) It means a person cannot see. Can you all try to pronounce it Follow me. /bla nd/
Students: /bla nd/
Teacher: Great. Now, look at the picture of the person using a cane. This person is blind. Let's use the word in a sentence. For example, "The blind man walks carefully with a cane." Repeat this sentence after me.
Students: The blind man walks carefully with a cane.
Teacher: Next word is "deaf". (Write "deaf" on the blackboard) It means a person cannot hear. How do we pronounce it Listen and repeat. /def/
Students: /def/
Teacher: Good. Now, make a sentence with "deaf". Let's see. Mary, can you give it a try
Mary: The deaf woman uses sign language to communicate.
Teacher: Wonderful, Mary. That's a very good sentence. Now, the third word is "disabled". (Write "disabled" on the blackboard) This is a more general word. It describes people who have some physical or mental conditions that make it difficult for them to do things like other people. Pronounce it with me. /d s e bld/
Students: /d s e bld/
Teacher: Great. Let's use it in a sentence. "There are many disabled people in our society who need our help." Read this sentence together.
Students: There are many disabled people in our society who need our help.
Teacher: Now, let's quickly review these words. I will point to the pictures, and you say the corresponding words. (Point to the pictures one by one, and students say the words)
III. Pre - listening (1b)
Teacher: Now that we know these words, let's move on to 1b. Here, we have some sentences. Before we listen, let's read these sentences together and try to understand what they are about. The first sentence is "The girl is blind. She can't see anything." Read it aloud.
Students: The girl is blind. She can't see anything.
Teacher: Good. The second sentence is "The boy is deaf. He can't hear anything." Read.
Students: The boy is deaf. He can't hear anything.
Teacher: Great. Now, the third one, "The old man is disabled. He has difficulty walking."
Students: The old man is disabled. He has difficulty walking.
Teacher: Now, think about this. If you were to help these people, what kind of things could you do Discuss in pairs for a minute.
(Students discuss in pairs)
Teacher: Okay, let's share some ideas. Who wants to start Mike.
Mike: For the blind girl, we can help her cross the street.
Teacher: That's a very practical idea, Mike. What about the deaf boy Sarah.
Sarah: We can learn sign language to talk to him.
Teacher: Excellent, Sarah. Learning sign language is a great way to communicate with the deaf. And for the disabled old man John.
John: We can help him carry heavy things.
Teacher: Good job, John. These are all wonderful ways to help. Now, let's listen to the recording and see what ideas the people in the conversation come up with.
IV. Listening (1b)
Teacher: Listen carefully. (Play the recording for the first time) After listening, tell me which picture the conversation is about.
(After the first listening)
Teacher: So, which picture is it related to Hands up.
(Some students raise their hands)
Teacher: Yes, Lily.
Lily: It's about the picture of the disabled old man.
Teacher: Correct, Lily. Now, let's listen again. This time, write down the ways the speakers suggest to help the disabled old man. (Play the recording again)
(After the second listening)
Teacher: Okay, stop. Let's share the ways you wrote down. Tom.
Tom: They said they could help him clean his house and buy him some food.
Teacher: Good, Tom. Did anyone write down anything else Lucy.
Lucy: They also mentioned helping him carry things.
Teacher: Excellent, Lucy. So, the ways to help the disabled old man include cleaning his house, buying food for him, and helping him carry things. Let's read these ideas together.
Students: Clean his house, buy him some food, help him carry things.
V. Pair Work (1c)
Teacher: Now, it's your turn to practice. Look at the pictures in 1a again. Work in pairs. One of you will be a disabled person, and the other will be a volunteer. The volunteer should ask the disabled person what kind of help they need. For example, if you choose the blind person, you can start like this: "Hello, I'm a volunteer. I know you are blind. What kind of help do you need " And the person acting as the blind person can answer, like "I need help crossing the street." Then switch roles. You have five minutes to practice.
(Students start practicing in pairs)
Teacher: (Walk around the classroom, listening to students' conversations and offering help when necessary)
Teacher: Time's up. Let's invite some pairs to come to the front and act out their conversations. Who wants to volunteer
(Some pairs raise their hands and come to the front to act out their conversations)
Teacher: (After each pair finishes) Well done! You all did a great job. These conversations show that we can really make a difference in the lives of disabled people by offering our help.
VI. Pre - listening (1d)
Teacher: Now, let's move on to 1d. Before we listen to this new conversation, let's look at the questions on the screen. (Show the questions on the PPT) The first question is "What kind of volunteer work does the boy do " The second question is "How does the boy feel about his volunteer work " Let's read these questions together.
Students: (Read the questions)
Teacher: Now, think about what kind of answers you might expect. Discuss in pairs for a moment.
(Students discuss in pairs)
Teacher: Okay, let's hear some of your thoughts. Mike, what do you think the boy's volunteer work might be
Mike: Maybe he helps disabled kids at school.
Teacher: That's a good guess, Mike. And how do you think he might feel about it Sarah.
Sarah: He might feel happy because he is helping others.
Teacher: Very likely, Sarah. Now, let's listen to the conversation and find out the real answers.
VII. Listening (1d)
Teacher: Listen carefully. (Play the recording for the first time) After listening, answer the first question: What kind of volunteer work does the boy do
(After the first listening)
Teacher: So, what's the answer Hands up.
(Some students raise their hands)
Teacher: Yes, Tom.
Tom: He volunteers at an after - school study program. He helps kids read.
Teacher: Correct, Tom. Now, let's listen again. This time, answer the second question: How does the boy feel about his volunteer work (Play the recording again)
(After the second listening)
Teacher: Okay, who can answer the second question Lucy.
Lucy: He feels good because he can do something to help others, and he sees the look of joy on the kids' faces.
Teacher: Excellent, Lucy. The boy really enjoys his volunteer work. Now, let's read the key sentences from the conversation together.
(Show the key sentences on the PPT and students read them together)
VIII. Summary
Teacher: Today, we have learned a lot about helping disabled people. We learned new words like "blind", "deaf", and "disabled". We also listened to conversations about how to help those in need and practiced our own conversations. Remember, everyone deserves to be treated with kindness and respect, and a little help from us can make a big difference in their lives. For homework, I want you to write a short passage about a time when you helped someone or an idea of how you can help disabled people in the future. Bring it to class tomorrow, and we will share them. See you next time!
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