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Unit 2 Home Sweet Home-Section B-Vocabulary in Use
教学设计
【教学目标】
Language Competence: Master chore-related vocabulary (e.g., "vacuum", "mop", "laundry") and collocations (e.g., "do the cooking", "take out the trash"), achieving 80% accuracy in sentence construction.
Cultural Awareness: Recognize cultural nuances in chore terminology (e.g., "yard work" in Western contexts) and understand how vocabulary reflects family roles.
Thinking Quality: Classify vocabulary by chore types (indoor/outdoor) and analyze word formation (e.g., "cleaner" from "clean"), enhancing logical categorization skills.
Learning Ability: Use flashcards to memorize collocations and apply context clues to infer meanings of unfamiliar words (e.g., "chore" via sentence examples).
【教学重难点】
Key points: Accurate usage of verb-noun collocations (e.g., "fold towels", "water plants") and distinguishing synonymous phrases (e.g., "tidy up" vs. "clean").
Difficult points: Avoiding mother-tongue interference in collocation errors (e.g., "wash clothes" instead of "do the laundry") and mastering phrasal verbs (e.g., "put away") in chore contexts.
【教学过程】
I. Warm - up and Review
Teacher: Good morning/afternoon, class! How are you all today Before we start our new lesson, let's have a quick review of what we learned in the previous class. Can anyone recall some of the words related to helping disabled people that we studied Yes, Sarah.
Sarah: Blind, deaf, disabled, and also some phrases like "help sb. with sth."
Teacher: Excellent, Sarah! You have a great memory. We indeed learned these important words and phrases. Now, who can use one of these words or phrases in a sentence Mike.
Mike: I want to help the blind man cross the street.
Teacher: Very good, Mike. That's a clear and correct sentence. Now, let's move on to today's new vocabulary and how we can use it in different situations.
II. Introduction of New Vocabulary
Teacher: In today's lesson, we are going to learn some new and useful vocabulary. First, let's look at the word "imagine". (Write "imagine" on the blackboard) The pronunciation is / m d n/. Repeat after me.
Students: / m d n/
Teacher: Great. "Imagine" means to form a mental image or idea of something. For example, "Imagine you are on a beautiful beach with clear blue water and warm sunshine." Can you all repeat this sentence
Students: Imagine you are on a beautiful beach with clear blue water and warm sunshine.
Teacher: Next, we have the word "difficulty". (Write "difficulty" on the blackboard) It is pronounced as / d f k lti/. Repeat.
Students: / d f k lti/
Teacher: "Difficulty" is a noun, and it refers to the state or condition of being difficult. For instance, "He has difficulty in understanding this math problem." Let's make a sentence using "difficulty" in pairs. You have one minute.
(Students work in pairs to make sentences)
Teacher: Okay, let's hear some of your sentences. Tom and Lucy, would you like to share
Tom: She has difficulty in learning a new language.
Teacher: Very good. Lucy, do you have anything to add
Lucy: They faced a lot of difficulties when they started their business.
Teacher: Excellent! You both did a great job. Now, the third word is "open doors for sb." (Write it on the blackboard) This is a phrase. It means to create opportunities for someone. For example, "Education can open doors for people to have a better future." Read this sentence aloud.
Students: Education can open doors for people to have a better future.
Teacher: Now, let's see if you understand these new words and phrases. I will give you some simple descriptions, and you tell me which word or phrase I am referring to. Ready If I say to think about something in your mind, what word is it
Students: Imagine!
Teacher: Correct. If I say a situation where something is hard to do, what word
Students: Difficulty!
Teacher: Great. And if I say to create chances for someone, what phrase
Students: Open doors for sb.
Teacher: Well done, everyone.
III. Context - based Vocabulary Practice
Teacher: Now, let's look at some short passages. I will show them on the PPT. (Show the first passage)
"Imagine you are a volunteer at a community center. There are many disabled people coming here every day. They often have difficulties in doing simple things like dressing themselves or getting around. But you and other volunteers are trying your best to help them. You are open doors for them to live a more independent life."
Teacher: Now, I will ask some questions based on this passage. First, what are you asked to do at the beginning Tom.
Tom: Imagine being a volunteer at a community center.
Teacher: Right. And what kind of problems do disabled people have according to the passage Lucy.
Lucy: They have difficulties in dressing themselves and getting around.
Teacher: Excellent. And what are the volunteers doing Mike.
Mike: They are open doors for the disabled people to live a more independent life.
Teacher: Very good. Now, let's look at another passage. (Show the second passage)
"She has always been interested in helping others. One day, she saw a blind man trying to find his way in the park. She immediately went up to him and asked if he needed help. She imagined how difficult it must be for him to move around without sight. She decided to help him every day after school. Her small act of kindness opened doors for the blind man to feel more confident in going out."
Teacher: Who can tell me a word from the passage that shows a mental activity Sarah.
Sarah: Imagine.
Teacher: Correct. And which word shows a problem the blind man had John.
John: Difficulty.
Teacher: Good. And what phrase shows the result of her help Mary.
Mary: Opened doors for.
Teacher: Well done, everyone. These passages help us see how these new words and phrases are used in real - life - like situations.
IV. Group Work: Vocabulary in a Story
Teacher: Now, it's time for a group work. I will divide you into groups of four. Each group will get a set of pictures. Your task is to create a story using as many of the new words and phrases we learned today as possible. You can also use some of the words we learned in previous classes related to helping. You have ten minutes to discuss and create your story. Then, one member from each group will come to the front and tell the story to the class.
(Teacher divides students into groups and distributes pictures)
Teacher: (Walks around the classroom, listening to students' discussions and offering help and suggestions)
Teacher: Time's up. Which group would like to start Group 1, please come to the front and tell your story.
(Group 1 comes to the front and one member tells the story)
Student from Group 1: Imagine there was a small village. In this village, there was a disabled boy. He had a lot of difficulties in going to school because the road was very rough. One day, a kind - hearted teacher came to the village. She saw the boy's situation and decided to help him. She organized some volunteers to build a smooth path for the boy. This act of kindness opened doors for the boy to go to school easily.
Teacher: Wonderful story! You used all the new words and phrases very well. Let's give Group 1 a big hand. Now, Group 2, it's your turn.
(Group 2 comes to the front and tells their story)
Student from Group 2: We imagined a world where everyone was willing to help others. There was a deaf girl in a school. She had difficulty in communicating with her classmates. But her classmates didn't give up. They learned sign language to talk to her. Their efforts opened doors for the deaf girl to make friends and enjoy school life.
Teacher: Excellent! Your story is very creative and full of positive energy. Each group did a great job. Through these stories, you really understood how to use the vocabulary in different contexts.
V. Vocabulary Expansion and Application
Teacher: Now, let's expand our vocabulary a bit. We know "difficulty", right The adjective form is "difficult", pronounced / d f k lt/. For example, "This math problem is very difficult." Read this sentence.
Students: This math problem is very difficult.
Teacher: And the adverb form is "difficultly", although it's not as commonly used. For example, "He walked difficultly on the icy road." Now, let's see if we can use these different forms in sentences. I will give you a situation. You need to make a sentence using the correct form of "difficult". The situation is: A person is trying to carry a very heavy box. Tom.
Tom: He is carrying the heavy box with difficulty.
Teacher: Good. Now, use the adjective form. Lucy.
Lucy: Carrying the heavy box is a difficult task.
Teacher: Excellent. And for the adverb form, Mike.
Mike: He is moving difficultly because the box is too heavy.
Teacher: Well done. Now, let's talk about "imagine". We can use it in different tenses. For example, "I imagined a beautiful garden yesterday." (past tense) "I am imagining a wonderful trip now." (present continuous tense) "I will imagine a better future tomorrow." (future tense) Let's practice. I will give you a time, and you make a sentence with "imagine" in the corresponding tense. Now, last week. Sarah.
Sarah: I imagined going to the mountains last week.
Teacher: Great. Now, right now. John.
John: I am imagining myself winning a big prize right now.
Teacher: Good job. And for next month. Mary.
Mary: I will imagine a perfect birthday party next month.
Teacher: Excellent. By practicing like this, you can use these words more flexibly in different situations.
VI. Summary and Homework
Teacher: Today, we learned some very useful vocabulary such as "imagine", "difficulty", and the phrase "open doors for sb.". We practiced using them in passages, stories, and different sentence forms. Remember, vocabulary is the building block of language. The more words you know and can use correctly, the better you can express yourself in English.
For homework, I want you to write a short essay about a time when you helped someone or when you saw someone being helped. Use at least five of the new words and phrases we learned today. Make sure your essay is well - organized and has a clear beginning, middle, and end. Bring it to class tomorrow, and we will share and discuss them.
That's all for today's class. See you tomorrow!
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