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Section B (2a-3c)
一、教学目标
1.能够准确理解并掌握本单元重点词汇和短语,如hunt、community、pack up等;熟练运用这些词汇完成各类练习。
2.阅读短文,准确提取张鹏对朋友提出的请求内容和复习“could”引导委婉请求的句型,锻炼信息提取和概括能力。
3.依据语篇阅读,对个人经历的思考,运用所学词汇和句式,写出一篇关于“家”的内涵的短文,提升写作能力。
4.通过本课的学习,使学生能更好地理解并主动地去帮助家人做家务,分担家务活,提升学生爱家庭、爱劳动、爱父母的道德境界。
二、核心语言知识
1.核心词汇:
单词:
smell;joy;apartment;block;cover;scissors;glue
短语:
take out the rubbish;feel free to do sth;paper-cut
2.核心句式:
(1)Could you please take out the rubbish It's starting to smell.
(2)If you have any questions or need help,feel free to ask.
(3)We want to cover the animals and paint the walls light green.
(4)After painting,could you help choose some photos to hang on the walls
3.教学重难点:
(1)掌握本单元重点词汇和短语的含义、拼写及用法。
(2)能够在不同语境中正确运用这些词汇。运用恰当的语言和逻辑清晰地表达请求和想法。
三、教学过程
学习活动 效果评价
◆Step 1　Lead-in Work on 2a Present the words in 2a one by one,and explain them with examples and action demonstrations.For example,when explaining “nod”,make a nodding gesture while saying “He nodded to show his agreement.”;when explaining “hunt”,give an example like “They went to hunt for food in the forest.” 观察学生词汇量是否丰富及反应速度,重点留意学生语言表达准确性、参与活动的积极性。
设计意图:展示2a新颖的填写单词形式,激发学生的好奇心与探索欲,促使他们主动思考单词在具体语境中的运用,锻炼其词汇知识的提取与运用能力,同时提升课堂参与度,活跃课堂氛围,为后续知识学习奠定积极主动的基础。
◆Step 2　Work alone Work on 2b and 2c Fill in the blanks with words in 2b and 2c,and then ask the students to think actively the meaning of “home” and “community”.We should regard our “community” as a bigger “home”,and everyone in it should help each other. 观察学生对词汇用法及搭配的掌握程度,能否准确运用这些词汇进行表述、能否识别并纠正错误的搭配使用方式。
设计意图:通过练习与分享巩固学生对重点词汇用法和搭配的掌握以及复习“could”的委婉句型,培养学生的语言表达。实现从小家到大家(community)的升华。
◆Step 3　Pre-reading Show some pictures of different decorated rooms on the screen. T:Do you like these rooms If you want to decorate your own room,what will you do Lead students to discuss and share their ideas briefly. 观察学生的参与度,看是否积极回应问题,分享自己的想法。
设计意图:通过展示不同装饰风格的房间图片,吸引学生的注意力,激发学生对房间装饰话题的兴趣,激活学生已有的关于房间装饰的知识储备,为后续学习做好铺垫。
◆Step 4　While-reading Work on 3a 1.Fast-reading Ask students to read the email quickly and find out the main idea,and answer the question “What does Zhang Peng ask his friend to do in the email ” 教师观察学生是否能利用引导性问题完成信息的分析和总结。
设计意图:训练学生快速阅读的能力,让学生在短时间内获取邮件的主要信息,培养学生把握文章主旨的能力。
2.Careful-reading (1)Let students read the email carefully again and complete the task in 3a,that is,find out what Zhang Peng asks his friend to do.Then,check the answers with the whole class. (2)Guide students to complete 3b,putting the things in order to see how Zhang Peng organizes his ideas in writing.Explain the importance of logical thinking in writing. 检查学生完成 3a,3b任务的情况。观察学生是否具备一定的细节阅读能力以及对逻辑顺序的理解程度。
设计意图:让学生仔细阅读邮件,培养学生提取细节信息的能力,同时帮助学生准确理解邮件中张鹏请求朋友做的具体事项。引导学生梳理邮件中的逻辑顺序,使学生明白如何有条理地表达想法,为后续的写作教学打下基础。
3.Post-reading Group work:Divide students into groups.Let them discuss in groups about what else they may need help with when decorating a room according to the list in 3c.Each group selects a representative to share their ideas. 观察小组讨论的氛围和代表发言的内容。若小组讨论热烈,代表发言内容丰富且合理,说明学生积极参与并能拓展思维;若讨论不活跃或发言内容单一,教师可给予提示和引导。
设计意图:通过小组讨论的形式,培养学生的合作学习能力和思维拓展能力,让学生从不同角度思考装饰房间可能需要帮忙的事项,丰富学生的语言素材。
◆Step 5　Writing Work on 3c Guide students to write an email to ask a friend to help decorate their rooms.Remind them to use the words and expressions they have learnt,and pay attention to the logical order and polite expressions. 在学生写作过程中,巡视观察学生的写作情况,看是否能运用所学词汇和句式,逻辑是否清晰。对于存在普遍问题的地方,教师可及时给予指导。
设计意图:指导学生模仿邮件进行写作,将所学知识运用到实际中,提高学生的写作能力,同时培养学生运用恰当语言和逻辑表达请求的能力。
板书设计 Unit 2　Home Sweet Home 第5课时　Section B (2a-3c)
课堂评价
作业布置
必做: 1.Recite the words,phrases and sentences of this class. 2.Writing Imagine you are John,write an email to Zhang Peng,give him some more advice. 选做: Make a vlog about the decoration style of your home and introduce the content in English.
教学反思
　　在教学过程中,各环节的效果评价反映出部分学生在阅读理解的细节把握和逻辑分析上仍存在不足,写作时语言运用和逻辑组织能力有待提高。在今后的教学中,应针对这些问题加强专项训练,如增加阅读理解练习,注重逻辑关系的讲解;提供更多写作范例和练习机会,加强对学生写作的指导和反馈。同时,进一步优化教学方法,提高学生的参与度和学习效果。

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