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Unit 2 Home Sweet Home
一、单元主题分析
本单元标题为Home Sweet Home，话题为“What does home mean to you？”，语言功能为Discuss arrangements for your guests' arrival，语法为Can/ Could for polite requests and permission。
本单元主题是“人与社会”范畴下的“社会服务与人际沟通”，子主题是“良好的人际关系和人际交往”“和谐家庭与社区生活”。本单元紧紧围绕“分享家务劳动——一起做家务迎接亲人的到来——春节探亲并一起做家务——家务劳动的收获”这一主线开展教学探究活动，有助于培养学生的社会责任感和人际交往能力，增进他们对家庭、社区中良好关系构建的理解。
本单元主要从听力、对话、阅读等多模态语篇阐述了这一主题，对如何正确运用目标句型“提供帮助”或“向他人寻求帮助”这一话题进行了探究，在探究过程中，学生需要深入思考不同情境下提供帮助和寻求帮助的恰当方式；同时学生需要增强在不同人际情境中运用语言进行有效沟通的能力，在实际生活中能更自信地提供帮助或向他人寻求帮助，形成积极健康的人际交往态度，从而更好地融入家庭和社区生活，为构建和谐的社会关系奠定基础。
二、单元主题及语言框架
单元主题大观念
单元语言大观念
三、单元教学目标
语言能力及技能 语言能力：1．掌握有关家务劳动的词汇和寻求帮助或表达请求的常用表达。Key words and phrases：rubbish，plate，pack up things，sweep the floor，clean the bathroom，water plants，grow flowers on the balcony，hang up photos，invite friends to the new house，keep fish in the living room，sort things into boxes，give me a lift to the shopKey sentences：①—Could you please…？—Sure，no problem./Sorry，I have to…②—Could I…/ Can I…？　—Yes，good idea./Sorry，but…③—Dad，could you please give me a lift to the shop this afternoon？—Sorry，but I have to work from home all day.④My uncle told us some jokes and we had a good laugh.⑤Grandma，my aunt，and my uncle were busy cooking dinner in the kitchen.⑥Home is a place of love.⑦No matter how long I'm away，home is always glad to see me again.⑧It was fun to decorate your room last month.2．掌握字母o，u以及字母组合or，oo，oor，ar的发音。
语言技能：1．能准确运用目标语言描述自己所做的家务，能够运用正确句型与家人交流分工、讨论布置等事宜，进一步提升口语表达的流畅性和准确性。2．通过对字母o，u以及字母组合or，oo，oor，ar发音的学习，能够更准确地拼读单词。3．能够通过读句子感知意群和停顿的重要性。
文化意识 1.通过请求分担家务，能够传承和弘扬这种家庭文化，增强对家庭的认同感和归属感，明白家庭文化是个人成长和身份认同的重要组成部分。2．强调邻里或朋友之间互相帮助、共同分担生活中的事务。增强对社会互助文化的认知和认同，营造和谐的社会氛围。
思维品质 1.能够有条理地组织语言，合理分配家务，培养逻辑推理和规划能力，提高解决问题的能力。2．学会尝试新的装饰方法或家务分工方式，激发创新意识和创造力，培养从不同角度思考问题的能力。
学习能力 1.观察他人做家务，学习其中的方法和技巧，学会不同的做家务方法，进而提升自己做家务的技能。2．在请求他人分担家务时，需要清晰地表达自己的需求和期望，同时倾听对方的想法和意见，有助于提高沟通技巧和协商能力。
四、单元重难点
重点：
1．掌握字母o，u以及字母组合or，oor，oo，ar的发音。
2．掌握有关家务劳动的词汇和常用句型。
3．学会用can/could有礼貌地寻求帮助或表达请求。
难点：
1．将字母o，u以及字母组合or，oor，oo，ar的发音规律准确运用到认读单词中。
2．运用所学目标语言或选择合适的表达方式在不同场景中交流。
第一课时　Section A（1a～1d）&Pronunciation
一、教学内容
1．Talk about different chores at home.
2．Use “Can/Could you please…” to ask others to help with housework.
3．Talk about the pronunciation of the letters “o，u” and the combinations “or，oo，oor，ar”．
4．Talk about the sense groups and pauses of sentences.
二、课时教学目标
Language AbilitiesGrasp the following important points as well as be able to read and write correctly.Key words and phrases：pack，bathroom，bedroom，invite，pack up things，sweep the floor，clean the bathroom，feed the fish，hang up photos，water plants，sort things into boxes，invite friends to the new houseKey sentences：—Can/Could you please water the plants？—Sure./ Sorry，I have to clean the bathroom now.
Learning Abilities●Learn to grasp key words，phrases，and sentences related to housework.●Learn to ask others for help with housework using the sentence pattern “Can/Could you please…” to improve learners' proficiency in using polite expressions.●Learn to acquire the pronunciation knowledge of letters “o，u” and the combinations “or，oo，oor，ar”，enhancing the accuracy and fluency of language use.
Thinking Qualities●Be able to categorize and summarize various types of housework.●Be able to consider the rationality and politeness of requests，as well as the logical order of the language when making requests.
Cultural Awareness●Understand the differences in family division of labour and the concepts of housework in different countries and cultures.●Understand and absorb politeness culture，cultivating good interpersonal communication qualities and cross－cultural communication awareness.
三、重点难点
重点：
1．Students are able to use correct phrases to describe different household chores：pack up things，sweep the floor，clean the bathroom，feed the fish，hang up photos，water plants，invite friends to the new house.
2．Students are able to master the polite request sentence structure “—Can/Could you please…？—Sure./ Sorry，I have to…”，and understand the difference in tone between “can” and “could”．
3．Students are able to master the common pronunciation rules of the letters “o，u” and the combinations “or，oo，oor，ar” in different words.
难点：
1．Students are able to describe the process of doing chores completely and clearly.
2．Students are able to master how to respond to others' requests with appropriate language.
四、教学过程
Step 1　Lead-in(1a)
The teacher plays a lively and cheerful song themed around household chores，a modified version of If You're Happy with lyrics replaced by content related to housework.
T：Let's listen to a housework song. When you listen to the chores，you do the actions.
Ss：…
T：In the song，we can hear many actions related to doing housework. Did you all catch them Now，let's start the wonderful journey of “chores” today!
【设计意图】老师通过歌曲导入新课，激发学生的学习兴趣，同时帮助学生认识目标语言。
Work on 1a
1．Ask students to tell the chores according to the pictures in 1a.
T：Look at the pictures. What chores are they
Ss：…
2．Ask students to share the chores they do at home.
T：Do you do these chores at home What chores do you do
3．Ask students read the phrases and the teacher helps to correct their pronunciations if necessary.
(The teacher lists more chores on the blackboard when students are sharing.)
Step 2　Listening & Speaking(1b～1d)
Work on 1b
1．Ask students to listen to the first conversation and tick the things that Jim's dad asks him to do.
T：Jim and his dad are talking about some family affairs. What does his dad ask him to do Let's listen to the conversation and tick the things Jim's dad asks him to do.
2．Ask students to share their answers.
Work on 1c
1．Ask students to listen to the second conversation and match the people with what they will do.
T：What do the family do to help with housework Listen and match the names with the chores.
2．Ask students to share their answers with the complete sentence like “Jim can/could sort things into boxes” and the teacher helps to correct their mistakes if necessary.
Work on 1d
1．Ask students to make a conversation about the chores from 1a.
T：On Saturday afternoon，Mum has to deal with some work. However，there are many chores waiting to be done at home. So Mum is asking you for help. Can you help her to do some chores Now make a conversation with your deskmates using the sentence patterns in 1d and chores from 1a.
2．The teacher reminds the students to draw on the listening materials in 1b to enrich the dialogue.
3．Choose two or three pairs of students to share their conversations.
【设计意图】通过创设情境和两人对话的形式，学生能够熟练运用目标句型。
Step 3　Pronunciation & Speaking(1～2)
1．Show students the phonetic symbols and examples of the letters “o，u” and its combinations “or，oor，oo，ar”．
2．Ask students to read in groups and find out how these combinations pronounce.
(The teacher shows the phonetic symbols one by one.)
T：Look at these words. How does “o” pronounce in these words
Ss：/ /.
T：How does “or” pronounce in these words
…
Work on 1
1．Ask students to listen to the recording and repeat after the recording.
2．Ask students to read all the words，and then the teacher checks.
3．Ask students to add one more word according to the pronunciation in each group.
Work on 2
1．Ask students to listen to the recording and repeat after the recording. Students notice the sense groups and pauses in a sentence.
T：What is sense group What is pause Let's listen and pay attention to them.
2．Ask students to read together.
【设计意图】 通过跟读音标和对应单词，以及句型，学生能有效地练习发音和掌握句子的意群和停顿。
Step 4　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结，学生能够明确本节课的重难点知识。
Step 5　Homework
1．Finish the task paper.
2．Extended：Film a video of yourselves doing household chores，and then introduce in English what chores you are doing in the video.
五、板书设计
Home Sweet Home第一课时　Section A(1a～1d)&Pronunciation —Can/Could you…？—Sure./ Sorry，I have to…
六、教学反思

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