资源简介

Section A (1a-Pronunciation)
一、教学目标
1.熟练运用与家务劳动相关的词汇和短语描述日常家务活动。
2.正确使用“Could you please… ”“Could I… ”句型进行礼貌请求和许可询问,并能根据实际情境灵活回答。
3.梳理发/ /,/ /,/u /,/ /,/ɑ /,/ /音的字母及字母组合,明确读一句话时的意群和停顿。
二、核心语言知识
1.核心词汇:
单词:
pack up;bathroom;bedroom;invite
短语:
pack up;hang up;water plants;hang out;living room;clean up;look like
2.核心句式:
(1)—Can/Could you please water the plants
—Sure./Sorry,I have to clean the bathroom now.
(2)—Can I invite my friends to our new house
—Sure.
(3)—Would you like to mop the floor or clean the windows
—I'd like to clean the windows.
3.教学重难点
(1)掌握关于家务劳动的词汇和短语。
(2)掌握并运用Could you please (do sth) Can you do sth 委婉提出请求的句型及其答语。
(3)掌握并运用Can/Could I (do sth) 征询许可的句型及其答语。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in T shows a video about Cinderella(灰姑娘) who is doing all kinds of chores. T:Do you know who she is Ss:Cinderella(灰姑娘). T:Poor Cinderella is asked to do a lot of chores by her stepmother.What chores does she have to do Ss:She has to clean the room/do the dishes/take out the trash… 通过童话故事灰姑娘被继母安排做很多家务的情境导入,引导学生在语境中学习新知识。
设计意图:通过视频和问题引导学生,吸引学生的注意力,激发学生的兴趣和好奇心,同时自然地导入本单元的主题,为后续的学习做好铺垫。
◆Step 2　Pre-listening Work on 1a T:What chores do you do at home 1.Look at the pictures in 1a and learn some new chores. 2.Practice:Read by themselves,then have a memory test. 看图片学习新家务短语,熟读并记忆短语,通过练习巩固掌握情况。
设计意图:通过引导学生进行听前预测,能帮助学生准确把握文本话题,听前让学生浏览题目,能帮助学生在听的过程中抓住关键线索。
◆Step 3　While-listening Work on 1b T:Jim's family is moving to a new house.They have a lot of things to do.Listen to the first conversation.Tick the things that Jim's dad asks him to do. Work on 1c T:Jim's family are now in their new house.They all like it very much. T:According to 1c,how many people are there in Jim's home Who are they Ss:Five.They are Mum,Dad,Jim,Peter and Helen. T:Listen to the second conversation and match the people with what they will do. Listen to the second conversation,and check the person who will do the things. 观察学生是否能正确匹配要求与指令,并评估他们的发音。
设计意图:训练学生识别听力中具体信息的能力。
◆Step 4　Post-listening Work on 1d 1.Ask and answer in pairs. A:Can/Could you please … B:Yes,sure./OK./All right./Certainly./No problem./ Sorry,I can't./I'm afraid I can't. A:Can/Could I… B:Yes,sure./OK./All right./Certainly./No problem./Sorry,you can't./I'm afraid you can't.You have to… 2.Group work Imagine your class will hold a parents' meeting in your class.You need to clean the classroom with your classmates.What can each one do for it In groups of 4,have a discussion and take notes. A:Zhang Peng,can you sweep the floor B:Sure. A:Chen Jie,could you please clean the windows C:No problem. 教师巡视指导,帮助学生解决遇到的问题,纠正发音和语法错误。
设计意图:小组合作练习为学生提供了更多的口语实践机会,让学生在交流中巩固所学知识,提高语言运用能力。展示和评价环节可以激发学生的竞争意识,培养学生的评价能力和团队合作精神。
◆Step 5　Pronunciation 1.According to the pronunciation of the words in the recording,students classify the words they hear into the classification boxes of/ /,/ /,/u /,/ /,/ɑ /and/ /. 2.Read after the recording,notice the sense group and pause. Then read aloud by themselves. 判断学生对发音的熟悉程度并给予及时的讲解和纠正。 观察学生是否能感知句子的表意功能。注意意群完整性,在适当的地方停顿。
设计意图:通过发音练习进一步巩固学生对音标的掌握,提高学生的听力技巧。分角色朗读和口语练习帮助学生加深对句子停顿的理解,且在语境中再次复现语音知识进行内化和应用。
板书设计 Unit 2　Home Sweet Home 第1课时　Section A (1a-Pronunciation) Chores:pack up things　sweep the floor　clean the bathroom　feed the fish　hang up photos　water plants　mop the floor　sort things into boxes　clean the windows Sentence patterns: 1.Make polite requests:Could you please… 肯定回答:Sure./Certainly./Of course./否定回答:Sorry,I can't.I have to… 2.Ask for permission:Could/Can I… 肯定回答:Sure./Certainly./Of course./否定回答:Sorry,you can't.You have to…
课堂评价
作业布置
必做: 1.Write five sentences using the sentence pattern “Could you please… ” to ask for help with household chores,and write the corresponding answers,including affirmative and negative answers. 2.Communicate with your partner in English about the household chores you often do at home and the chores you have asked others to help you with,and record them. 选做: Look up relevant materials,sort out the English phrases related to chores that are not covered in the book,and make them into a handwritten newspaper.
教学反思
　　在本课时的教学中,通过多种教学方法和活动,学生对重点词汇和句型有了较好的掌握,参与度较高。但在小组活动和口语表达中,部分学生仍然存在一些问题,如发音不准确、语法错误、表达不流畅等。在今后的教学中,需要加强对学生口语的训练,提供更多的练习机会,同时注重纠正学生的错误,提高学生的语言表达能力。另外,在时间把控上还可以更加精准,确保每个环节都能充分展开。

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