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Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The story “Going Home for the Spring Festival” is about a family’s experience, including the child’s inquiry about the trip, the trip, the greetings and interactions with the relatives when they arrived home, and the sadness when they left. 1a asks students to share their feelings about home with a partner. 1b asks them to read the story and answer the questions. 1c asks them to find the behaviour of family members that shows their love. 1d asks students to discuss the questions. 1e asks students to share their understanding of “home” by reading the poem and opinions.
Why: Through the traditional Chinese festival scene of going home for the Spring Festival, students can use English in reading and communication to develop comprehensive language skills. The reading and related questions practise students’ reading comprehension skills and help them grasp and summarize the details of the text. Sharing their understanding of “home” develops students’ emotional awareness and expression skills, makes students feel the charm of family love and traditional culture, and enhances their cultural awareness.
How: The story is a narrative essay, recording the experience of going home for the Spring Festival from the first-person point of view.In chronological order, the narrative goes from an inquiry before the trip to interactions after returning home and parting scenes. The exercises are set around the story.These tasks are clearly layered and gradually deepened.The language is vivid, which meets the cognitive level and language learning needs of junior high school students, and is easy for students to understand and imitate.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend the content of the text “Going Home for the Spring Festival”, including the details of the family’s trip, the activities at home and the emotions;
2.answer the questions accurately based on the text through reading and analysis to improve their reading ability;
3.get to know the significance of family and home, and the value of family bonds and traditions.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend the content of the text “Going Home for the Spring Festival”, including the details of the family’s trip, the activities at home and the emotions. Step 1　Lead-in 1.Greetings. 2.Chant together. Home is warm. Home is safe. Home is where I want to stay! I can rest, I can play. I love my home every day! Step 2　Fast reading 1.Read for the text type(文本类型). ◎Key: The text is a narrative. 2.How can you divide these paragraphs ◎Key: There are four parts. Para. 1-2 The Plan to Go to Mum’s Hometown Para. 3-4 The Trip and Arrival Para. 5-11 The Family Reunion and Dinner Para. 12-13 Leaving and the Promise Observe students’ performance and know whether they preview the lesson well. Observe whether students can find main ideas quickly and judge their skimming skills.
PurposeTo help students understand the content of the text quickly.
2.To answer the questions accur-ately based on the text through reading and analy-sis to improve their reading ability. Step 3　Careful reading 1.Work on 1b. Read for the details and answer the questions. (1)Where did the writer go for the Spring Festival (2)What is the name of the writer (3)In the text, what words are used to describe people’s feelings ◎Key: (1)She went to her mum’s hometown/her grandparents’ village. (2)Wenwen. (3)Happy… 2.Work on 1c. Complete the sentences to see what each family member did to make the home full of love. Find more examples from the text. ◎Key: 1.waited for us　2.Grandpa 3.cooked dinner　4.My parents 5.brought out　6.I Observe whether students are able to answer the questions correctly to know about their under-standing of the text and their mastery of the target language.
PurposeTo help students grasp the details of the text, think deeply and understand the meaning of it, and pave the way for the next task.
3.To get to know the significance of family and home, and the value of family bonds and traditions. Step 4　Post-reading 1.Work on 1d. Discuss the questions: ①Why do you think the family spent the Spring Festival at the village ②What do you think about the writer’s family members 2.Work on 1e. Read the poem and opinions.Then share your understanding of “home”. 3.Summary: The trip home is like reading a heart-warming story or starting a meaningful trip, touching the deepest emotions in our hearts. Listen to students’ expression to know about their critical and creative thinking. Help students think deeply and feel the philosophy of life according to their answers.
PurposeTo improve students’ thinking ability, and guide students to apply what they have learned in real life.
Homework 1.Basic homework: Read and remember the new words and phrases in this part. 2.Practical homework: Rewrite the story in your own words. Try to use the new words and phrases you’ve learned. 3.Extended homework: Find an English poem or song about home. Share at least two sentences from it with your classmates and explain why you like them in English.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　

第二课时(Vocabulary in Use)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is centred on English vocabulary exercises, including crosswords, phrase matching and letter completion. The crossword puzzles need to be completed with new words in the unit. The phrase matching exercise requires students to match the words in column A with those in column B, and then use the phrases to complete the sentences. The letter completion exercise requires students to complete a welcoming letter.
Why: Through a variety of exercises, students are helped to consolidate and use the key vocabulary of the unit, remember and use the vocabulary in different contexts, cultivate their comprehensive use of the English language, and enhance their ability to perceive and understand the English context.
How: The exercises progress in a stepwise progression, from individual vocabulary awareness to phrase matching and finally using the vocabulary in complete discourse, progressively enhancing students’ ability to use vocabulary in an integrated way.Linguistically, basic and common vocabulary and sentence patterns are used, which is in line with the language level of junior high school students and is easy to understand and practise.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.master and correctly spell new words through vocabulary puzzles;
2.improve their reading comprehension skills, which help them understand the context and requirements of different language tasks;
3.cultivate their cultural and social awareness and understand the concept of “community” and the relationship between people in the community.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To master and correctly spell new words through vocabulary puzzles. Step 1　Lead-in 1.Greetings. 2.Ask: When you hear the word “home”, what words do you think of ◎Possible key: Comfortable,sweet,delicious food… Step 2　Work on 2a Complete the puzzle with the new words in this unit.The clues can help you. ◎Key: 1.hunt　2.nod　3.community 4.dead　5.living room　6.treasure 7.bedroom　8.journey　9.perhaps　10.plate Vocabulary develop-ment through cross-word puzzles expands students’ vocabulary and creates a good atmosphere in the classroom.
PurposeTo improve students’ speaking skills through simple vocabulary and enhance students’ cohesion.
2.To improve their reading compre-hension skills, which help them understand the context and requirements of different language tasks. Step 3　Practice Work on 2b. Match the words in column A with those in column B.Then use the phrases to complete the sentences. ◎Key: 1.clean up the bathroom 2.take out the rubbish 3.pack up the luggage 4.hang up the photo Evaluate students’ mastery of the target language from their completion of the sentences.
PurposeTo provide a comprehensive review of key vocabulary in this unit.
3.To cultivate their cultural and social awareness and understand the concept of “community” and the relationship between people in the community. Step 4　Vocabulary in use Work on 2c. Complete the letter with the words in the box. ◎Key: soon, arrival, invite, community, ready, free Students’ mastery of the target vocabulary is evaluated by their completion of the letter.
PurposeTo improve students’ ability to choose words accurately in context and to use the vocabulary they have learned flexibly in writing and expression.
Homework 1.Basic homework: Recite the phrases in 2b.Practise reading them aloud to ensure correct pronunciation. 2.Practical homework: Create an English situational dialogue on the theme of “Community Life”. 3.Extended homework: Do English dubbing about community life or daily home-based activities.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　

第三课时 [(3a-3c) Writing & Project]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the sixth lesson of Unit 2. 3a is a letter to John written by Zhang Peng, in which he invites John to decorate his room. 3b requires students to put the things in order according to the content of the letter.3c asks students to write an email to ask a friend to help decorate their room. The project activities allow students to find out who does the most chores at home.
Why: Through inviting John to decorate the room, it can stimulate students’ planning and thinking about their own living space, and cultivate students’ ability to describe something in English. By thinking about the significance of chores, students can understand the connotations of the family living space and chores from different perspectives.
How: 3a is presented in the standard format of an email and belongs to the practical writing style. In the body of the text, it first mentions the previous experience of decorating a room to introduce the topic. Then, it describes the current situation of the room in detail and outlines the decoration plan. Some expressions for making requests are used, which helps students learn how to make polite requests in English. It also involves some words related to room decoration and housework, enriching students’ vocabulary. The project activities are presented with clear steps and requirements.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.read the email and accurately describe the room’s condition and the decoration plan, and describe their own rooms to classmates;
2.know about chores and reflect on responsibility as a family member;
3.use the simple present tense when describing the chores they do and sharing with classmates.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To read the email and accurately describe the room’s condition and the decoration plan, and describe their own rooms to classmates. Step 1　Lead-in Greetings. Step 2　Work on 3a Read the email and find out what Zhang Peng asks his friend to do. ◎Key: Help decorate the room; Meet at the paint shop near the shopping centre on Sunday and choose the paint together; Bring the brushes they used for John’s room and paint the room together; Help choose some photos to hang on the walls after painting. According to students’ completion of 3a, evaluate their ability to extract text information.
Step 3　Work on 3b Put the things in order to see how Zhang Peng organizes his ideas in writing. ◎Key: 5, 1, 6, 2, 3, 4 Step 4　Work on 3c 1.Think about the following questions. (1)How does your room look (2)Do you want to decorate it (3)Who would you like to ask for help (4)What’s your plan for the room Why (5)What do you need 2.Write an email to ask a friend to help decorate your room.Below is a list of things you may need help with.(详见课教案资源) According to students’ completion, evaluate their mastery of the text information.
PurposeTo have students answer questions about home decoration and try to describe their own decoration intentions in English.
2.To know about chores and reflect on responsibility as a family member. Step 5　Class survey T: Dear students, let’s do a class survey and know more about chores. 1.Work on 4a. Tick the chores you do at home. You can add more. 2.Work on 4b. Ask your classmates the following questions. ·What chores do you do ·How often do you do chores ·What do you think about doing chores Observe whether students accurately use relevant language expressions when discussing problems, and grasp students’ learning and internal-ization of key language expressions.
PurposeTo let students think about the significance of chores and enable them to understand the sense of responsibility behind chores from different perspectives.
3.To use the simple present tense when describing the chores they do and sharing with classmates. Step 6　Work on 4c-4d Report your findings in the class survey to your class.Then find out who does the most chores at home. Tip: 1.Show your findings. 2.Describe what people can learn from chores. 3.Use the simple present tense. Observe students’ performance in their reports and provide help and encour-agement.
PurposeTo let students use what they have learned to do things and consolidate the key expressions in this unit.
Homework 1.Basic homework: Read and remember the new words and phrases in this part. 2.Practical homework: Try to retell the main idea of the email with simple English sentences. 3.Extended homework: Search for some English sayings or short poems about home.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

1.Two heads are better than one. 三个臭皮匠,胜过一个诸葛亮。
2.It’s never too late to mend. 亡羊补牢,犹未为晚。
3.Better late than never.迟到总比不到好。
4.Many a little makes a mickle.积少成多。
5.Great hopes make great men.远大的理想造就伟大的人。
6.A plant may produce new flowers; man is young but once.花有重开日,人无再少年。
7.God help those who help themselves.自助者,天助之。
8.There is no smoke without fire.无风不起浪。
9.Reading makes a full man.读书使人充实。
10.It’s hard sailing when there is no wind.无风难驶船。
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Section B
导入一:问题导入
　　Ask students: “Home is a special place for everyone. How do you usually feel when you are at home Happy Warm Or something else Today, let’s explore the topic ‘How do you feel at home ’ together.” This directly connects with students’ experiences and arouses their interest in sharing their feelings.
导入二:图片导入
　　Show students some pictures of family life, such as family members cooking together, chatting, or playing games. Say: “Look at these pictures. What are they doing How do you think they feel at home Now, let’s talk about your feelings at home.” Pictures are intuitive and can quickly draw students’ attention, making them think about their own home experiences.
导入三:故事导入
　　Tell a short story: “Once, a little girl came home after a tiring day at school. As soon as she entered the house, her mother gave her a big hug and asked about her day. The girl felt so warm and loved. Have you ever had similar experiences at home How did you feel Let’s discuss ‘How do you feel at home ’.” Stories are engaging and help students relate to the topic by recalling their own home-related feelings.
导入四:游戏导入
Play the game “Guess the Feeling at Home”. Describe some feelings at home, such as “You feel cosy when you lie on the sofa at home” or “You feel joyful when your family celebrate your birthday”. Let students guess the feelings and then introduce the topic: “These are all feelings at home. Now, let’s deeply explore ‘How do you feel at home ’.” Games make the class lively and increase students’ participation, allowing them to actively engage in the topic.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:角色扮演
开展方式:将学生分成小组,每组 4-5 人,分别扮演文中的角色(如爸爸、妈妈、外公、外婆、“我”),模仿文中的对话和情境进行表演。例如,一组学生表演孩子询问爸爸度假安排以及到达外公外婆家后的场景。
学生 A(扮演孩子):“It’s almost the Spring Festival. Can we go to Hainan for the holiday, Dad ” 学生 B(扮演爸爸):“Not this time. We’re going to your mum’s hometown!”
(接着表演到达外公外婆家的场景)
学生 C(扮演外公):“Let me help you pull the heavy luggage into the house.”…
活动二:小组讨论分享
开展方式:围绕 1a “How does home make you feel ”,让学生分组用英语讨论。每组推选一名代表,向全班分享小组内的讨论结果。
Student 1: Home makes me feel warm because my family care about me.
Student 2: Home is a relaxing place. I can do what I like.
…
小组代表总结: In our group, we think home is full of love and warmth, and it’s a place where we can relax…
活动三:故事复述挑战
开展方式:学生阅读 1b 的故事后,分组用英语复述故事内容。可以按照时间顺序(从准备回家、旅途中、到达外公外婆家、在外公外婆家的活动到最后离开)进行复述。
Sample: At first, the child wanted to go to Hainan, but Dad decided to go to Mum’s hometown. They took a train and then a bus. When they arrived, Grandpa and the little cousin were waiting. Grandma asked Grandpa to bring snacks. Then, they had dinner…Finally, when leaving, Grandma hoped they would come back more often.
活动四:情感卡片制作
开展方式:让学生用彩色纸制作卡片,用英语写下在家中感受到温暖、幸福的瞬间(类似文中与家人互动的情节),并配上简单的图画。完成后,邀请部分学生上台分享。
学生写 “When I share snacks with my cousin and talk to Grandpa about school, I feel loved. Home is where the heart is.” 并画上一家人围坐的画面。通过此活动,让学生用英语表达对家的情感,锻炼他们的写作与表达能力。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　
突破一　根据短文内容,选出正确选项(教材原文: Section B 1b)
(　　)1.How did they get to Grandma’s village
A.By plane and then taxi. B.By train and then bus. C.By car all the way.
(　　)2.What did Mum say when she got home
A.“I miss home.” B.“Ah, home again!” C.“This is a new home.”
(　　)3.How did Mum feel when she saw her hometown again
A.Nervous. B.Happy. C.Surprised.
(　　)4.What is the main idea of the story
A.How to prepare for the Spring Festival.
B.The importance of having dinner together.
C.A family’s trip back home for the Spring Festival and their feelings.
◎Key: 1.B　2.B　3.B　4.C
突破二　根据短文内容,回答下列问题(教材原文: Section B 1b)
1.Who was waiting for them in the cold wind
_______________________________________________________________________________
2.What did Grandma ask Grandpa to bring Wenwen
_______________________________________________________________________________
3.Which family activity in the story do you like best Why
_______________________________________________________________________________
◎Key:
1.Grandpa and Wenwen’s little cousin.
2.Her favourite snacks.
3.I like the dinner scene best because everyone shared happiness together. It reminds me of my own family gatherings.(答案不唯一)
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Section A
第一课时 [(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is centred on the theme of “Home Sweet Home” and discusses things you can do at home and your understanding of home. The phonics part is taught through “Pronunciation”, which teaches the pronunciation of words related to the phonemes / /, / /, /u /, / /, / /, / /.
Why: The content of the text is closely related to students’ daily life and is based on family scenes, which are familiar and easy for students to empathize with, and help to increase students’ interest and participation in learning. Grammatically, expressions of polite requests are commonly used in daily communication. Through learning and practising, students are able to make requests and respond more appropriately in actual communication. Phonics learning helps students to pronounce words accurately, improve fluency and accuracy in speaking, and lay a good foundation for listening and oral communication.
How: The content uses family life as a context, presenting learning content through pictures and dialogues, so that students can learn and use English in familiar situations.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.listen and match the people with the things they will do;
2.make polite requests and ask for permission;
3.accurately pronounce the six phonemes and notice the sense groups and pauses.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To listen and match the people with the things they will do. Step 1　Lead-in 1.Greetings. 2.Display a picture related to family, and guide students to describe what they see in English to introduce the theme of this unit “Home Sweet Home”. Step 2　Work on 1a 1.Present vocabulary related to family chores and activities in the textbook, e.g. using word cards and pictures to show “pack up things” “sweep the floor”, etc. 2.Read the phrases. Students follow and imitate the pronunciation, and list some other chores. Step 3　Listening 1.Work on 1b. Listen to the first conversation.Tick the things that Jim’s dad asks him to do. ◎Key: √sort things into boxes √write “Jim’s bedroom” on each box √pack up his things 2.Work on 1c. Listen to the second conversation and match the people with what they will do. ◎Key: 1.Jim—F　2.Peter—A,E 3.Helen—B　4.Mum—D　5.Dad—C Observe students’ perfor-mance in answering questions and learn about their vocabulary for holiday activities based on their answers. Based on the specific words listed by students, find out their vocabulary about housework. According to students’ completion of listening practice, evaluate their information inte-gration of listening.
PurposeThrough listening training, help students to improve their listening comprehension and oral expression skills, and stimulate students’ desire to share their home activities.
2.To make polite requests and ask for permission. Step 4　Pair-work Work on 1d. Make a conversation with the chores from 1a. e.g. A: Can/Could you please water the plants B: Sure./Sorry, I have to… A: Could you please… B: … Observe whether stu-dents can make requests and give permission correctly, and give necessary guidance and feedback as needed.
PurposeTo give students practice in using the target language in conversation.
3.To accurately pronounce the six phonemes and notice the sense groups and pauses. Step 5　Pronunciation 1.Work on Pronunciation 1. (1)Present the phonemes / /, / /, /u /, / /, / /, / / and the corresponding example words. (2)Ask students to add one more word to each group. 2.Work on Pronunciation 2. Listen and read.Notice the sense groups and pauses. Observe whether stu-dents can recognize the letter combinations they learned today and pro-nounce them correctly. Observe students’ handling of rhythms when they read aloud to help them improve their oral fluency.
PurposeStudents are guided through phonological knowledge and are helped to master the correct pronunciation of letter combinations and the handling of rhythms by reading aloud.
Homework 1.Basic homework: Listen and repeat the words and sentences in the pronunciation part. 2.Practical homework: Talk with your partner about the things you can do for your home. 3.Extended homework: Try to make a vlog to introduce the things you do for your home.
Teaching Reflectio　　　　　　　　　　　　　　　　　　　　　　　　　




第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This is the second lesson, focusing on listening and speaking. Students learn how a family prepares for grandparents visiting their new home, including chores, room arrangements, and buying items.
Why: The lesson emphasizes shared responsibilities and family care through collaborative preparations. Students learn vocabulary for household tasks and practise real-life English skills like politely asking for help. It encourages reflection on intergenerational relationships, fostering family values and cultural awareness.
How: 2a and 2e use natural spoken dialogues that mirror real family interactions, with simple language and clear logic, focusing on requests (Can you… /Could you… /Can I… ) and emphasizing polite modal verb structures(e.g., Can you help me put the new clock on the wall ).
Learning Objectives　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.comprehend and utilize key words and phrases in the conversation context, enhancing vocabulary knowledge;
2.strengthen listening and reading skills through tasks like filling in blanks and answering questions, improving information processing ability;
3.develop speaking skills by role-playing and creating new conversations, promoting language application in real-life family scenarios.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To comprehend and utilize key words and phrases in the conversation context, enhancing vocabulary knowledge. Step 1　Lead-in 1.Greetings. 2.Ask students to look at several pictures: “I can help…” 3.Show students two pictures and ask: What are they doing Step 2　Listening 1.Listen to the conversation of 2a and fill in the blanks. ◎Key: get ready; clean up; put the new clock; move this chair; put some flowers; flower shop 2.Think and share What can we infer about the family from the conversation ◎Possible key: The family members are willing to work together to make preparations. Students’ ability to extract information from listening is evaluated based on their ability to fill in the blanks. Open-ended questions promote critical think-ing and cultural awareness by linking up with family values.
PurposeTo activate students’ background knowledge through contextualized lead-in and spark students’ interest in the topic.
2.To strengthen listening and reading skills through tasks like filling in blanks and answering questions, improving information processing ability. Step 3　Work on 2b Read the conversation and answer the questions. ◎Key: 1.No, they didn’t. Because Peter said that he couldn’t wait to show them their new house. 2.It means Grandma always makes the room much cleaner. 3.Because she wants to buy some flowers and put them by the window. 4.Sample: I usually buy their favourite food for them. I usually… Step 4　Work on 2c Complete the mind map with the information from 2a. Add more things to the “other” section.(详见课件资源) Text-based questions deepen listening comprehension. The structured know-ledge is evaluated from students’ completion of the mind map.
PurposeTo help students to analyze dialogue structures, grasp details, and internalize the target language.
3.To develop speaking skills by role-playing and creating new conversations, promoting lan-guage application in real-life family scenarios. Step 5　Speaking 1.Work on 2d. Listen to the conversation again. Then role-play it. 2.Work on 2e. Peter is preparing for his friend’s visit to his new home, but he needs help.In groups make up conversations between Peter and his family. Observe whether students have covered the main target language in the role presentation, and give necessary guidance and feedback according to the situation.
PurposeCreate authentic communicative scenarios to encourage collaborative and creative language output, enhancing students’ ability to apply language in real-life contexts.Assess learning outcomes through transfer exercises, and promote knowledge organization and self-reflection.
Homework 1.Basic homework: Listen to the conversation in 2a again. Try to repeat it sentence by sentence and imitate the intonation. 2.Practical homework: Complete the mind map in 2c. Then, make a short presentation by mind map to your family. 3.Extended homework: Design an invitation card in English for your grandparents or other relatives to visit your home.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　





第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: This lesson is the grammar part of Unit 2. 3a focuses on the questions containing can or could, and the answers used to determine whether the questions are requests(R) or permission(P); 3b asks students to choose the best question to complete each conversation, and trains the use of the can/could sentence pattern in the dialogues; 3c asks students to make up conversations for each setting, using can or could, and strengthens the practical use of the sentence pattern.
Why: To help students master the grammatical function of can or could to express requests or permission, to improve their ability to communicate in real situations, to cultivate their awareness of the practical application of daily communicative phrases, and to embody the instructive and practical nature of English learning through layered activities(identification, selection and creation).
How: The activities are designed to progress from input to output. 3a: Identify the functions of sentence patterns; 3b: Consolidate the matching application of sentence patterns in dialogues; 3c: Eventually create dialogues on their own, forming a complete learning chain of “perception-comprehension-application”.The dialogue scenes are close to students’ lives, and the language is simple and practical, reflecting the authenticity and functionality of communicative English.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the differences between “can” and “could” for requests and permission;
2.use “can” and “could” correctly in exercises;
3.use “can” and “could” in real-life conversations, like asking for help.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the differences between “can” and “could” for requests and permission. Step 1　Lead-in 1.Greetings. 2.Recognize the sentence patterns of “could” and “can” in the context. e.g. A: Could you please sweep the floor B: OK, Mum. I’ll do it at once. Step 2　Work on 3a Read the questions with can or could. Notice how they are answered. Then write R for requests or P for permission next to each question. ◎Key: R; P; P; R Step 3　Let’s observe 1.Think What are the differences between“could” and “can” 2.Summary: QuestionAffirmative answerNegative answerCould you… Can you… Yes,… Sure. No problem! OK. All right.No,… Sorry,…Could I… Can I… Yes, good idea! Sure. Of course.No,… Sorry,… I’m sorry, you can’t.　
Judge whether students have grasped the target language according to their performance in reviewing and help them enhance what they have learned.
PurposeStudents will be able to determine whether a question with can or could is a request(R) or permission(P), and will be able to answer affirmatively and negatively to a general question with can or could.
2.To use “can” and “could” correctly in exercises. Step 4　Let’s practise 1.Fill in the blanks with can or could. Then write R for requests or P for permission next to each question. 2.Complete the following questions as required. (详见课件资源) 3.Work on 3b. Choose the best question to complete each conversation. ◎Key: 1.C　2.D　3.B　4.A Observe whether students understand the can/could sentence pattern and instruct them to use it specifically in context.
PurposeProvide four choices of questions and ask students to choose the appropriate questions to complete the dialogues, training the understanding of the can/could sentence pattern in the dialogues.
3.To use “can” and “could” in real-life conversations, like asking for help. Step 5　Let’s practise more Work on 3c Make up conversations for each setting, using can or could. ◎Possible key: 2.A: Could you lend me your notes about yesterday’s English class B: Sure./Of course. 3.A: Could you help me open the door B: OK. 4.A: Can you bring gloves and rubbish bags B: All right. Observe whether stu-dents can make up conversations using can or could. Reinforce the practical use of sentence patterns in specific scenarios (borrowing a phone, borrowing notes, asking for help, etc.).
PurposeIn practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework 1.Basic homework Write down the rules for using “can” and “could” in requests and permission. 2.Practical homework Observe your daily life and write down five real-life situations where you can use “can” and “could” to make requests or ask for permission. 3.Extended homework Write a short passage about an event where you need to ask for permission or make a request by using “can” and “could”.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　





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Unit 2　Home Sweet Home
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
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Theme:
Section A explores daily household activities through pictures,
Human
listening and dialogues,as well as situations in which family
Society
This unit is
members collaborate to prepare for guests'arrival,conveying
centred on the
the thematic meaning of shared responsibility.Grammar Focus
topic of“Home
helps students master the grammatical functions of can/could to
Sweet Home",
express requests and permission through layered activities
which belongs to
(identification,selection,creation).
the theme group
of“Social
Section B is an expansion on the content of the previous text.It
Services and
Unit 2
guides students'understanding of"home"by reading about a
Interpersonal
Home
family's experience of going home during the Spring Festival,
Communication”
Sweet
and improves students'grasp and generalization of textual
in“Human and
Home
details by answering questions and completing sentences.The
Society”,with
writing part inspires students to plan and think about their own
sub-themes
living space by reading Zhang Peng's email about inviting John
related to
to decorate the room.
“Harmonious
family and
Project conveys the meaning behind the activity of household
community life".
chores by investigating whether the class regularly performs
household chores and their opinions about them./ 让教学更有效 精品试卷 | 英语学科
Section A
导入一:问题导入
　　Ask students questions like: “What’s your home like Do you help with housework at home What specific things do you do for your home Let’s discuss how we can make our homes better through small actions.” By prompting students to recall their daily experiences, connect the topic with real life, and naturally lead into “What can you do for your home ”.
导入二:图片导入
　　Show the pictures in 1a. Say: “What are these people doing Have you done similar chores at home Today, let’s explore more about what we can do for our home.” Use visual cues to activate students’ understanding of home chores.
导入三:情境导入
　　Create a role-playing situation: “Imagine your home is having a ‘Cleaning Day’. Family members need to divide chores. What would you volunteer to do Now, let’s think together—what responsibilities can we take on for our home ” Immerse students in a simulated scenario to spark a discussion on the topic.
导入四:头脑风暴导入
　　Organize a quick brainstorm: “In groups, list as many things as you can do for your home in 2 minutes, like cleaning, organizing, or caring for family members. Then share your ideas.” Collect students’ responses and say: “These are wonderful ways to love our home. Now, let’s learn more about expressing these actions in English.”
导入五:故事导入
　　Tell a short story: “Tom’s home is messy. His mum says, ‘Tom, what can you do to make our home better ’ Tom starts sweeping the floor and packing up things. After that, the home becomes tidy. Just like Tom, what can we do for our home Let’s find out in today’s lesson.” Use the story to arouse curiosity and relate to the theme.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动一:Survey(在小组内部调查组内成员在家做家务活的情况)
A: Let’s make a survey about doing chores at home, OK
B: Great! What kind of housework do you like to do at home, C
C: I like making dinner.
A: A good helper. What do you help your parents with, D
D: I often take out the rubbish. And I sometimes sweep the floor.
B: Good! What about you, E
E: I never do housework at home.
A: You are a little lazy. You should help out around the house.
E: I think so. I will learn how to do it.
围绕 “What chores do you do at home ” 让学生分组用英语讨论。每组推选一名代表,向全班分享小组内的讨论结果。
活动二:情景模拟对话
开展方式:设置情景(如准备搬家或布置新家),让学生两两一组,互相请求帮忙做家务。
Student A: Could you please help me pack up things
Student B: Sure. Then could you help me hang up the photos
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文:Section A 1b & 1c)
Conversation 1
(　　)1.What can’t Jim do right after lunch
A.Hang out with friends.　　B.Pack up his things.　　C.Write labels on boxes.
(　　)2.What does Dad ask Jim to write on each box
A.“Jim’s room”. B.“Jim’s bedroom”. C.“Dad’s bedroom”.
Conversation 2
(　　)3.What does Jim want to do in the living room
A.Keep some fish. B.Hang up photos. C.Grow some flowers.
(　　)4.What does Mum ask Peter to do
A.Hang up photos. 　　　　　B.Sweep the floor. C.Invite friends to the new house.
(　　)5.Who will clean the bathroom
A.Jim. B.Mum. C.Peter.
◎Key: 1.A　2.B　3.A　4.B　5.B
听录音,回答下列问题。(听力原文:Section A 2a & 2d)
1.Who are visiting them this weekend
_______________________________________________________________________________
2.What does Mum ask Peter to do
_______________________________________________________________________________
3.What does Dad ask Jim to do
_______________________________________________________________________________
4.What does Helen want to do by the window
_______________________________________________________________________________
5.When will Mum take Helen to the flower shop
_______________________________________________________________________________
◎Key: 1.Grandpa and Grandma.
2.Clean up their (Grandpa and Grandma’s) room.
3.Help him put the new clock on the wall.
4.Put some flowers.
5.After lunch.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　情态动词can和could的用法
　　【观察】
Could you speak English then 那时候你会说英语吗
—Could I come in 我可以进来吗
—Yes, sure. 是的,当然可以。
—Could I use your pen 我可以用你的钢笔吗
—Yes, of course you can. 是的,当然可以。(注意: 答语不用“Yes, you could.”)
【探究】
情态动词could表示过去的能力; could还表示请求允许,即请求别人允许自己做某事。表示给予允许,即自己允许别人做某事,一般用 can,不用could。
语法巧记口诀:
情态动词could
could本是can过去,表示过去的能力;
用在现在时态里,客气请求是本意。
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