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Unit 2 Home Sweet Home Section A 1a ~ Pronunciation 教学设计
Ⅰ. Teaching Objectives:
1. Use vocabulary and phrases proficiently related to household chores to describe daily housework activities.
2. Use the sentence patterns "Could you please… " and "Could I … " correctly to make polite requests and ask for permission, and be able to respond flexibly based on actual situations.
3. Systematize the letters and letter combinations that produce the sounds / l, / /, /u /, / /, /ɑ /, / /, and clarify sense groups and pauses when reading a sentence.
Ⅱ. Language Knowledge:
1. Key words & phrases:
pack; bathroom; bedroom; invite; pack up; hang up; water plants; hang out; living room; clean up; look like
2. Key sentences:
(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 window
— I'd like to clean the windows.
3. Key & Challenging Points:
Ⅲ. Teaching Procedures:
(1) Master vocabulary and phrases related to household chores.
(2) Master and apply the sentence pattern "Could you please (do sth.) / Can you (do sth.) " for making polite requests and their responses.
(3) Master and apply the sentence pattern "Can/ Could I (do sth.) " for asking permission and their responses.
Learning Activities:
Step 1 Lead - in
T shows a video about Cinderella who is doing all kinds of chores.
T: Do you know who she is
Ss: Cinderella.
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…
Step 2 Pre - listening
Work on 2a
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.
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. 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'll do. Listen to the second conversation, and check the person who'll do the things.
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 four, have a discussion and take notes.
A: Yaming, can you sweep the floor
B: Sure.
A: Chen Jie, could you please clean the windows
C: No problem.
Step 5 Pronunciation
1. According to the pronunciation of the words in the recording, Ss classify the words they hear into the classification boxes of / l, / /, /u /, / /, /ɑ / and / /.
2. Read after the recording, notice the sense group and pause. Then read aloud by themselves.
Assessment of Teaching Effectiveness
1. To introduce the topic guides Ss to learn new knowledge within a meaningful context, using the fairy - tale context of Cinderella being assigned numerous chores by her stepmother.
2. To attract Ss' attention and stimulate their interest and curiosity through video and questions, while naturally introducing the unit theme and paving the way for subsequent learning.
3. Looking at pictures to learn new chore phrases, practicing reading, and memorizing phrases to consolidate understanding through exercises.
4. Observe whether Ss can match requirements with instructions, and assess their pronunciation correctly.
5. Circulate among Ss to provide guidance, help Ss resolve encountered issues, and correct pronunciation and grammar errors.
6. Evaluate Ss' proficiency in pronunciation and provide timely explanations / corrections. Observe whether Ss can perceive the meaning - conveying function of sentences, pay attention to the completeness of sense groups and pause at appropriate points.
Design Purpose
1. To guide Ss through videos and questions, capture their attention, stimulate their interest and curiosity while naturally introducing the theme of the unit and paving the way for subsequent learning.
2. Guiding Ss to making pre - listening predictions helps them accurately grasp the topic of the text. Having Ss preview questions or items before listening enables them to identify key clues during the listening process.
3. Train Ss' ability to identify specific information within listening contexts.
4. Groupwork provides Ss with more oral practice opportunities, allowing them to consolidate acquired knowledge through communication and enhance language application skills. The presentation and evaluation segments can stimulate Ss' sense of competition while cultivating their assessment abilities and teamwork skills.
5. Pronunciation drills further reinforce Ss' mastery of phonetic symbols and improve listening techniques. Role - based reading and oral exercises help deepen Ss’ understanding of sentence pausing, enabling the recontextualization, internalization, and application of phonetic knowledge.
Ⅳ. Blackboard Design
Unit 2 Home Sweet Home
Section A 1a ~ Pronunciation
- Phrases: pack up things; sweep the floor; clean the bathroom; feed the fish; hang out photos; water plants; mop the floor; sort things into boxes; clean the windows
- Sentence Patterns:
1. Make polite requests: Could you please…
Sure. / Certainly. / Of course. Sorry, I can't. I have to…
2. Ask for permission: Could I / Can I …
Sure. / Certainly. / Of course. Sorry, you can't. / You have to…
Ⅴ. Homework
Make up a new dialogue by using the sentence pattern "Could you please… ", then write the corresponding answers, including affirmative and negative answers.
Ⅵ. Teaching Reflection
In this lesson, through various teaching methods and activities, Ss demonstrated good mastery of key vocabulary and sentence patterns with a high level of participation. However, during group activities and oral expression, some Ss still exhibited issues such as: Inaccurate pronunciation, Grammatical errors, Lack of fluency in expression. In future teaching, it's necessary to: Strengthen oral training for Ss; Provide more practice opportunities; Focus on correcting errors to improve Ss’ language expression skills.

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