资源简介

Unit 2 Home Sweet Home
第1课时　Secion A (1a-1d)
Teaching Objectives 1. Language Competence Vocabulary: Learn chores (e.g., pack up things, hang up photos) and pronounce them correctly. Listening: Identify chores in conversations (1b) and match people to tasks (1c). Speaking: Use “Could you please... ” to make polite requests and respond appropriately. 2. Cultural Awareness Recognize that sharing household chores is a way to contribute to the family. 3. Thinking Quality Analytical Thinking: Extract key information (who, what) from listening materials. Creative Thinking: Create original dialogues about chores. 4. Learning Ability Use pre-listening prediction to improve comprehension. Collaborate in pairs/groups to practice speaking.
Teaching Key Points Master chore vocabulary and “Could you please... ” plete listening tasks by capturing specific details.
Teaching Difficulties Distinguishing similar chores in listening (e.g., sort things into boxes vs. pack up things). Using polite requests flexibly in real-life contexts.
Teaching Procedures Step 1: Warm-up & Vocabulary Introduction (5 mins) Daily Connection: Show 1a pictures. Ask: “Do you do these chores at home What chores do YOU do ” Elicit answers (e.g., “I sweep the floor.” “I feed the fish.”). Vocabulary Teaching: Teach phrases with actions: Pack up things (mime packing), sweep the floor (mime sweeping), clean the bathroom (mime cleaning), feed the fish (mime feeding), hang up photos (mime hanging), water the plants (mime watering). Highlight pronunciation (e.g., hang /h /, sweep /swi:p/). Step 2: Listening Practice — 1b (8 mins) Pre-listening Prediction: Show 1b options: hang out with friends, sort things into boxes, write “Jim’s bedroom” on each box, pack up his things. Ask: “Which tasks are chores Which are for moving/cleaning ” (Infer: sort, write, pack are chores; hang out is leisure.) While-listening: Play the recording. Students tick Jim’s dad’s requested chores. Answers: sort things into boxes; write “Jim’s bedroom” on each box; pack up his things. Post-listening Check: Explain key phrases: sort...into (classify), pack up (put away). Step 3: Listening Deep Dive — 1c (10 mins) Pre-listening Analysis: Show 1c’s people (Jim, Peter, Helen, Mum, Dad) and tasks (A-F). Ask: “What chores might each person do Guess!” While-listening: Play the recording. Students match people to tasks. Answers: Jim → A (sweep the floor) Peter → B (grow flowers on the balcony) Helen → C (hang up the photos) Mum → D (clean the bathroom) Dad → E (invite friends to the new house) Post-listening Discussion: Ask: “Why does each person do these tasks How do they cooperate ” (Highlight family teamwork.) Step 4: Oral Production — 1d (12 mins) Model Dialogue: Teacher-student demo: T: “Could you please water the plants ” S: “Sure.” / “Sorry, I have to clean the bathroom now.” Emphasize intonation (rising for requests: “Could you please... ”). Pair Work: Students create dialogues using 1a’s chores. Example: A: “Could you please feed the fish ” B: “Sure! / Sorry, I need to pack up things first.” Encourage adding reasons (e.g., “I’m busy with homework.”). Role-play Presentation: Invite 2–3 pairs to perform. Class evaluates: “Clear pronunciation Logical response ” Step 5: Summary & Homework (5 mins) Knowledge Summary: Write core vocabulary and sentences on the board: Chores: pack up, sweep, clean, feed, hang up, water. Requests: Could you please... → Sure./Sorry, I have to... Homework: Listening: Listen to 1b/1c again and imitate the pronunciation. Writing: Write 3 dialogues about chore requests (use different chores). Creativity: Draw a “Family Chore Chart” and label who does what.
Blackboard Design What can you do for your home ▍Chores Vocabulary: pack up things sweep the floor clean the bathroom feed the fish hang up photos water the plants ▍Key Sentences: — Could you please water the plants — Sure. / Sorry, I have to clean the bathroom now.
Teaching Reflection Strengths: Connected lessons to students’ daily lives (chores), boosting engagement. Used prediction and analysis to improve listening skills. Weaknesses & Improvements: Some students confused similar chores (e.g., sort vs. pack). Next time, use real objects to demonstrate. Shy students hesitated to speak. Add more group work to build confidence.
第2课时　Pronunciation&（2a-2d）
Teaching Objectives 1. Language Competence Pronunciation: Accurately pronounce / / (e.g., door, sport), / / (e.g., drop, borrow), and other target sounds; identify sound-letter patterns. Listening: Complete 2a’s dialogue by capturing verbs (e.g., decorate, hang, add). Speaking: Use “Could you please... ” to make requests (e.g., Could you help decorate the room ). 2. Cultural Awareness Recognize “grandma clean” as a cultural concept (thorough cleaning for elders) and appreciate family hospitality. 3. Thinking Quality Analytical Thinking: Extract details from the dialogue (e.g., Helen’s plan to buy flowers). Creative Thinking: Expand the mind map with personal ideas (e.g., prepare grandparents’ favorite food). 4. Learning Ability Apply sound-letter association to learn new words. Collaborate in groups to create role-plays (2e).
Teaching Key Points Master vowel sounds and their spelling patterns. Understand the dialogue and use request phrases.
Teaching Difficulties Distinguishing similar vowel sounds (e.g., /u / spoon vs. / / cook). Interpreting cultural implications (e.g., “grandma clean”).
Teaching Procedures Step 1: Warm-up & Cultural Connection (5 mins) Family Photo Sharing: Show a photo of a family welcoming guests. Ask: “What do people do to welcome guests Share your ideas!” (Elicit: clean, decorate, prepare food.) Preview Pronunciation: Show the pronunciation table. Ask students to predict sounds for or/oor (e.g., short, door → / /). Step 2: Pronunciation Practice (10 mins) Listen & Repeat (Pronunciation 1): Play the recording. Students repeat words, focusing on vowel sounds: / /: short, sport, fork (add fork); door, floor, porch (add porch). / /: drop, borrow, box (add box). /u /: spoon, food, moon (add moon); blue, flute, glue (add glue). / /: cook, good, book (add book). /ɑ /: far, party, car (add car). / /: but, hunt, cup (add cup). Sound Classification Game: Give students 5 new words (e.g., north, hot, shoe, cut, farm). They classify them into sound groups. Step 3: Dialogue Listening — 2a (8 mins) Pre-listening Prediction: Read 2a’s dialogue context (grandparents visiting). Ask: “What do they need to do Guess verbs: decorate, clean, hang... ” While-listening: Play the recording. Students fill in blanks: prepare for their arrival; decorate their room; hang a clock; add a chair; put flowers; flower shop. Post-listening Check: Explain new verbs: decorate (make beautiful), hang (put on the wall), add (place extra). Step 4: Dialogue Analysis — 2b-2c (12 mins) 2b: Comprehension Questions: Students read the dialogue and answer: No, they haven’t. Because the room isn’t “grandma clean” yet. “Grandma clean” means very thorough cleaning (meeting grandparents’ high standards). To buy flowers for Grandma (she loves flowers). I usually talk with them, help them with chores... 2c: Mind Map Creation: Students complete the mind map with info from 2a (e.g., hang a clock, add a flower vase). Expand “other” sections: Add things: a photo of the family, a soft blanket. Clean up: dust the shelves, tidy the closet. Step 5: Speaking & Role-play (10 mins) 2d: Role-play the Dialogue: Students practice in pairs, focusing on polite intonation (e.g., “Could you please... ”). Invite 1 pair to perform, emphasizing natural delivery. 2e: Group Conversation Creation: Groups create dialogues where Peter asks family for help (e.g., “Mum, could you cook Grandma’s favorite dish ”). Each group presents their dialogue, and the class votes for the “Most Polite Request.” Step 6: Summary & Homework (5 mins) Summary: Recap vowel sounds, key verbs (decorate, hang, add), and request patterns. Highlight cultural takeaway: “We show love by preparing carefully for elders.” Homework: Pronunciation: Record yourself reading the pronunciation words and send to the teacher. Writing: Write a list of 5 things you’d do to welcome grandparents, using new verbs. Survey: Ask your family what they do to welcome guests and share in class.
Blackboard Design Verbs: prepare, decorate, hang, add, buy Sentences: — Could you help decorate their room — Yes, sure. / No problem.
Teaching Reflection Strengths: Linked pronunciation to real-life dialogue, making sounds meaningful. Explored cultural nuances (e.g., “grandma clean”), deepening understanding. Weaknesses & Improvements: Vowel sound confusion (e.g., /u / vs. / /) may persist. Use minimal pairs (e.g., food vs. good) for comparison. Shy students may struggle in 2e. Provide sentence frames (e.g., “Could you please... I need to... because...”).
第3课时　Grammar Focus
Teaching Objectives 1. Language Competence Differentiate can (direct) and could (polite) for requests/permission. Use can/could correctly in questions and responses (e.g., Could you please... → Sure. / Sorry, I...). 2. Cultural Awareness Recognize that polite language (e.g., could for requests) shows respect in communication. 3. Thinking Quality Inductive Thinking: Summarize can/could rules by analyzing 3a’s sentences. Creative Thinking: Design logical dialogues for 3c’s scenarios. 4. Learning Ability Develop self-study skills (grammar analysis) and cooperation skills (group dialogue creation).
Teaching Key Points Usage rules: could for more polite requests; can for both requests and permission. Polite responses: Affirmative (Sure.) and negative (Sorry, I... with reasons).
Teaching Difficulties Choosing between can and could in different contexts (e.g., formal vs. informal). Creating natural dialogues with correct grammar and pragmatics.
Teaching Procedures Step 1: Warm-up & Contextual Introduction (5 mins) Daily Scenario Presentation: Show pictures of daily requests (e.g., borrowing a pen, asking for help opening a door). Ask students to say the requests in Chinese, then guide them to English: “Can you help me ” “Could you please pass the pen ” Guiding Question: Ask: “What’s the difference between can and could here Why do we use could sometimes ” (Elicit: could is more polite.) Step 2: Grammar Induction (3a, 15 mins) Analyze 3a Sentences: Students read 3a independently, then discuss in pairs: Mark requests (R) and permission (P) for each question. Example: Could you please sweep the floor → R (request for help). Could I hang out with my friends → P (asking for permission). Summarize Rules: Teacher leads students to conclude: Function Form Tone & Usage Responses Request Could you please... Polite (for others’ help) Sure./No problem./Sorry, I... Can you... Direct (casual) Permission Could I... Polite (asking to do sth.) Yes, you can./No, you can’t... Can I... Direct (casual) Highlight Key Points: Could is often used for politeness; responses use can (not could). Negative responses must explain reasons (e.g., Sorry, I have to pack up first.). Step 3: Contextual Practice (3b, 12 mins) Analyze Dialogues: Students read 3b’s dialogues and options (A-D), then: Identify the function (request/permission) and context (e.g., “show you the way” → asking for directions). Match Questions to Dialogues: Individually choose answers, then discuss in groups: Dialogue 1: “Let me show you the way” → C (Mr Lake, can I use your toilet ). Dialogue 2: “be careful with it” → D (Could I use your computer ). Dialogue 3: “basketball game tomorrow” → B (Can I stay out until eleven ). Dialogue 4: “I have to do some work” → A (Could you give me a ride to town now ). Explain Choices: Focus on how context (e.g., “toilet” needs directions, “computer” needs care) determines the question. Step 4: Creative Dialogue Creation (3c, 15 mins) Scenario Analysis: Present 3c’s four scenarios (e.g., “phone is dead,” “sick at home”). Provide sentence frames: Requests: Can/Could I... Could you please... Responses: Sure./Of course./Sorry, I can’t. I have to... Group Work: Students work in groups of 3–4 to create dialogues for each scenario. Example for Scenario 2 (sick at home): A: Could I borrow your English notes I was sick yesterday. B: Sure! Here you are. Let me explain the difficult parts too. Presentation & Feedback: Groups perform their dialogues. The class evaluates: Grammatical accuracy (correct can/could use). Pragmatic appropriateness (polite tone, logical responses). Step 5: Summary & Homework (3 mins) Grammar Recap: Review can/could rules for requests and permission, emphasizing politeness. Homework: Writing: Complete 3c’s dialogues in writing, adding details. Observation: Record 3 examples of can/could use in daily life (e.g., family conversations) and share them next class.
Blackboard Design Grammar Focus: Can & Could for Requests & Permission 1. Requests (请求) vs. Permission (许可): - Requests: *Could you please... * (polite) / *Can you... * (direct) - Permission: *Could I... * (polite) / *Can I... * (direct) 2. Responses: - Affirmative: *Sure./No problem.* - Negative: *Sorry, I...* (explain reasons)
Teaching Reflection Strengths: Inductive learning (students discover rules) enhances understanding. Scenario-based practice connects grammar to real-life communication. Weaknesses & Improvements: Some students may confuse can and could in responses. Add contrast exercises (e.g., Could you... → Yes, I can. vs. No, I can’t.). Shy students may struggle in group presentations. Provide sentence frames and peer support.
第4课时 Section B（1a-1e）
Teaching Objectives 1. Language Competence Read and understand the Spring Festival story, extracting key details (1b-1c). Use phrases like catch the train, pull heavy luggage, share snacks in context. 2. Cultural Awareness Understand the cultural importance of returning home for Spring Festival in China. Reflect on universal values of “home” (love, belonging, warmth). 3. Thinking Quality Analytical Thinking: Analyze how family members’ actions create a loving home (1c). Critical Thinking: Discuss why the family chose to spend Spring Festival in the village (1d).
4. Learning Ability Apply reading strategies (prediction, skimming, scanning) to comprehend text. Collaborate in groups to discuss and share ideas about “home.”
Teaching Key Points Comprehend the story and complete 1c’s sentence completion. Understand cultural meanings of Spring Festival reunions.
Teaching Difficulties Interpreting emotional subtleties (e.g., Mum’s tears, familiar taste of home). Articulating personal understanding of “home” in 1e.
Teaching Procedures Step 1: Warm-up & Emotional Activation (5 mins) 1a: Discuss “Home” Feelings Ask: “How does home make you feel Share one word or a sentence.” Elicit responses (e.g., warm, safe, loved, happy). Write key adjectives on the board. Cultural Connection Show a Spring Festival image (red lanterns, family dinner). Ask: “What festival is this Why do people go home during this time ” (Elicit: Spring Festival, family reunion.) Step 2: Pre-reading: Prediction & Vocabulary (8 mins) Predict the Story Read the title “Going Home for the Spring Festival” and look at the illustration. Ask: “What do you think happened in the story Who are the characters What might they do ” Key Vocabulary Preview Teach phrases with actions: Catch the train (mime running), pull heavy luggage (mime carrying), set the table (mime arranging dishes), share snacks (mime giving). Step 3: While-reading: Comprehension Layers (18 mins) 1b: Skimming for Main Ideas Students read quickly to answer: Where did they go → Mum’s hometown (grandparents’ village). What’s the writer’s name → Not mentioned. Feelings words → Happy, tears in her eyes, had a good laugh. 1c: Scanning for Details Students 精读 the story to complete 1c’s sentences: stood in the cold wind (Grandpa & cousin). Grandpa (helped pull luggage). were busy cooking dinner (Grandma, aunt, uncle). My parents (went to help in the kitchen). asked for Wenwen’s favourite snacks (Grandpa). I (shared snacks with cousin). Discuss: “How do these actions show ‘home is full of love’ ” (e.g., waiting in cold wind → care; cooking together → warmth). Step 4: Post-reading: Cultural & Emotional Reflection (12 mins) 1d: Deep Discussion Group questions: Why did they spend Spring Festival in the village → To reunite with grandparents, honor traditions. What do you think of the family → Caring, close-knit, traditional. Connect to real life: “Do your family have similar traditions Share an example.” 1e: Poem & “Home” Interpretation Read the poem “Home” together. Discuss its meaning (home = family, belonging). Share opinions: “Which opinion resonates with you Why Add your own idea.” (e.g., “Home is where my pet waits for me.”) Step 5: Summary & Homework (5 mins) Summary: Recap the story: Spring Festival reunion → family actions → feelings of love. Highlight cultural takeaway: “Home is a place of love and tradition.” Homework: Writing: Describe a “loving home moment” (real or imagined), using 1c’s phrases. Interview: Ask a family member, “What does ‘home’ mean to you ” and share their answer in class.
Blackboard Design How do you feel at home ▍Story Details (1b-1c): - Where: Mum’s hometown (grandparents’ village) - Family Actions: Grandpa & cousin: stood in cold wind Grandpa: pulled luggage Grandma/aunt/uncle: cooked dinner Parents: helped in kitchen Grandpa: asked for snacks I: shared snacks ▍Cultural Insights: - Spring Festival = family reunion, tradition, love. ▍“Home” Meanings (1e): - Family, welcome, love, feeling...
Teaching Reflection Strengths: Connected language learning to cultural values, making the story meaningful. Layered reading tasks (skimming→scanning→analyzing) built comprehension step by step. Weaknesses & Improvements: Some students may struggle to articulate emotional insights. Provide sentence frames (e.g., “Home makes me feel... because...”). Limited time for 1e’s poem. Extend discussion by comparing with foreign views of “home.”
第5课时 Section B（2a-3c）
Teaching Objectives 1. Language Competence Vocabulary: Master words (e.g., search, nod, community) and collocations (e.g., clean up the bathroom, hang up the photo). Writing: Analyze email structure (3b) and write a request email (3c) with clear logic. 2. Cultural Awareness Appreciate community warmth (2c) and collaborative spirit in home decoration. 3. Thinking Quality Analytical Thinking: Extract requests from Zhang Peng’s email (3a) and identify writing steps (3b). Logical Thinking: Organize ideas for a request email (purpose → details → action). 4. Learning Ability Use gamification (2a) to learn vocabulary and peer feedback to improve writing.
Teaching Key Points Master vocabulary and collocations; understand email structure.
Teaching Difficulties Using collocations correctly in context; writing a coherent, polite request email.
Teaching Procedures Step 1: Vocabulary Warm-up — 2a Crossword (8 mins) Group Competition: Divide students into 3 groups. Solve 2a’s crossword using clues (e.g., “to look for something” → search; “move head up and down” → nod). Award points for speed and accuracy. Word Explanation: Explain tricky words: community (neighbors), valuable (important), journey (long trip). Step 2: Collocation Practice — 2b (10 mins) Match & Discuss: Students match Column A (verbs) with Column B (nouns): pack up → the luggage; clean up → the bathroom; hang up → the photo; take out → the rubbish. Discuss: “Why are these collocations logical ” (e.g., clean up + bathroom → logical action). Sentence Creation: Write sentences with the collocations (e.g., “Could you clean up the bathroom It’s dirty.”). Step 3: Contextual Vocabulary — 2c (8 mins) Letter Analysis: Read the community welcome letter. Fill in blanks with community, ready, free, arrival, invite, soon. Answers: soon (We hope you’ll feel at home soon), arrival (Your arrival brings joy), invite (invite you to the party), community (In our community), ready (always ready to help), free (feel free to munity Discussion: Ask: “What does a good community do Share your ideas.” (Elicit: helps neighbors, organizes activities.) Step 4: Email Reading & Extraction — 3a (10 mins) Pre-reading: Predict: “What will Zhang Peng ask John to do Decorate a room ” While-reading: Students read the email and list Zhang Peng’s requests: Help decorate the room. Bring the brushes. Help choose photos to hang. Post-reading: Highlight polite language: “Can you help us Could you bring them ” Step 5: Email Structure Analysis — 3b (8 mins) Order the Ideas: Students number 3b’s steps to match Zhang Peng’s email structure: Ask for help (1) Describe the room (4) Plan for the walls (5) Meet at the paint shop (6) Bring brushes (3) Choose photos (2) Structure Summary: Emphasize the logical flow: Purpose → Current Situation → Plan → Specific Requests. Step 6: Email Writing — 3c (12 mins) Writing Template: Provide a template based on 3b’s structur
Student Writing: Students write emails using the template and 3c’s vocabulary (e.g., buy flowers, make paper-cuts). Peer Feedback: Exchange emails and check: Clear requests Correct collocations Logical structure Step 7: Summary & Homework (5 mins) Summary: Recap vocabulary, collocations, and email structure (purpose → details → action). Homework: Revise your email based on peer feedback. Interview a family member: “What’s your favorite way to decorate home ” Share next class.
Blackboard Design ▍Vocabulary & Collocations: - search, nod, community, valuable, journey, plate - pack up the luggage clean up the bathroom - hang up the photo take out the rubbish ▍Email Structure (Zhang Peng’s Logic): 1. Ask for help → 2. Describe room → 3. Plan walls → 4. Meet at shop → 5. Bring brushes → 6. Choose photos ▍Writing Template Clues: - Purpose: “I need help to decorate my room.” - Details: Tasks (buy glue, bring scissors...) - Action: “Meet at... on [day].”
Teaching Reflection Strengths: Vocabulary is taught through games and context, enhancing retention. Email writing is scaffolded with templates, reducing anxiety. Weaknesses & Improvements: Collocation mistakes may persist. Add error correction exercises next time. Shy students may need more support in writing. Offer sentence banks for 3c.

展开更多......

收起↑