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Unit 2 Home Sweet Home
　Grammar Focus
一、教学内容
1．Talk about how to make a polite request and ask for polite permission with “Can/Could you…？” and “Can/Could I…？”．
2．Distinguish the meaning of request and permission in different settings.
二、课时教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：until，dead，note，community，rubbish，sweep the floor，hang out with friends after lunch，put some flowers on the table，hang up the photos，pack up your things，at once，give me a ride，stay out until eleven，be careful with，go to the movies，take notes，clean up Key sentences：①—Can/Could I...？—Of course./ Sure./ No problem./Sorry，you have to...first. ②—Could you please...？—Of course./ Sure./ No problem./Sorry，I have to…
Learning Abilities ●Learn to use the structure “Can/Could you...？” and “Can/Could I...？” to express polite requests and seek permission. ●Learn to appropriately use this sentence pattern for communication in different situations.
Thinking Qualities ●Be able to convey needs or hope to obtain the permission of others through this euphemistic way，and cultivate the logic and coherence of language expression. ●Be able to choose the most appropriate expression according to specific circumstances.
Cultural Awareness ●Experience the ways and norms of interpersonal communication in different cultures and cultivate an attitude of respecting different cultures，through this polite way of expression. ●Better recognize the similarities and differences between different cultures，by comparing this polite expression in English with the corresponding expressions in their mother tongue.
三、重点难点
重点：
1．Students are able to master the basic structure of the sentence patterns “Can/Could you...？” and “Can/Could I...？”，and understand the usage of “can” and “could” when expressing requests and permissions.
2．Students are able to understand when and how to use “Can/Could you...？” and “Can/Could I...？” for effective communication in various daily life scenarios.
难点：
1．Students are able to understand how to accurately choose between “Can/Could you...？” and “Can/Could I...？”．
2．Students are able to master the usage of the negative form “Can/Could you please not...？” of “Can/Could you please...？”，as well as the affirmative and negative response methods to such requests.
四、教学过程
Step 1　Review & Lead-in
Ask students to think about how we can ask someone to do sth. for us.
T：When you want your mum to help you hang up photos or ask your dad to fix your toy，what will you say
S1：Mum，can you help me hang up photos
S2：Dad，please help fix my toy.
T：In English，there is a very polite expression pattern similar to this—“Can/Could you please...？”．Today，let's learn how to use it to politely make requests and ask for permission in English!
【设计意图】通过回顾实际生活导入新课，为接下来的语法学习作铺垫，同时学生能够复习已学的知识。
Step 2　Grammar(3a)
Work on 3a
1．Ask students to tell the meaning of request and permission by showing the sentence patterns.
T：Look at the sentence patterns. When we want to ask someone for help，that is a request. If you want to hang out with friends，what will you say
S1：Can I hang out with my friends now
T：That is a permission.
2．Ask students to read the questions in the grammar box by themselves and write R for requests or P for permission next to each question.
T：Look at the four questions in the chart. Which one is to make a request and which one is a permission
3．Ask students to observe the answer and summarize how to respond to the sentence pattern：Could/Can you...？/Could/ Can I...？
4．Ask students to work in groups and make a summary of the usage of the sentence pattern：Could/ Can you...？/ Could/ Can I...？
T：Yes，you are right. Could/Can you ＋v.；Can/ Could I＋v.
(When students share the answers，the teacher writes key points on the blackboard. If necessary，correct their mistakes at the same time.)
【设计意图】通过观察和总结，学生能够掌握“Could/Can you ＋v.？”和“Can/ Could I＋v.？”的用法及答语。
Step 3　Practice(3b～3c)
Work on 3b
1．Ask students to complete each conversation with the best question.
T：Read the four conversations and choose the best question for each conversation.
2．Ask students to read the complete conversations one by one.
【设计意图】通过做练习和对话，学生能够在真实的情境中充分理解和掌握目标语法。
Work on 3c
1．Ask students to write down the corresponding sentences according to the settings.
T：Suppose the following things happen. What will you say
2．Remind students to distinguish the settings and pick either “Can/Could I...？”or “Can/ Could you...？” properly.
3．Ask students to make up conversations according to the sentences they wrote.
【设计意图】通过对目标语言进行口头训练，学生能够培养并提升自己的语言交际能力。
Step 4　Summary
Ask students to make a summary about what they have learnt today.
Step 5　Homework
1．Do the exercises in students' workbooks.
2．Extended：Think of five settings and write 3 to 5 sentences using the sentence patterns “Could you...？” or “Can I...？”．
五、板书设计
Unit 2　Home Sweet Home 第三课时　Grammar Focus(3a～3c) —Could/Can you ＋v. —Of course./ Sure./ No problem./Sorry，I have to... —Can/ Could I＋v. —Of course./ Sure./Yes，good idea！/ No problem./Sorry，you can't. You have to...
六、教学反思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 shop Key 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 Abilities Grasp 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 house Key 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Unit 2 Home Sweet Home
　Section A （2a～2e）
一、教学内容
1．Talk about the activities Peter's family do for his grandparents' visit.
2．Talk about what we can do to welcome guests.
二、课时教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：plan，borrow，visit us，get ready for their arrival，put the new clock on the wall，see the time，in front of the window Key sentences：①I can't wait to show them our new house！② Can you help me clean up their room ③Can you move this chair to their room ④ Can I put some flowers by the window ⑤ Could you take me to the flower shop later？
Learning Abilities ●Learn to use proper phrases and functional language to plan tasks，demonstrating practical communication skills in real－life contexts. ●Learn to show the application of descriptive vocabulary and sentence structures to organize welcoming steps. ●Learn to master the basic form of the modal verbs “can” and “could” to ask for permission or make a request.
Thinking Qualities ●Be able to organize their language in a certain logical order，when analyzing the welcoming activities about how to welcome guests. ●Be able to express the structure “Can/Could you…？” in an organized manner based on actual needs and contexts，and cultivate their logical thinking ability.
Cultural Awareness ●Understand the differences in hospitality etiquette and customs among various countries and ethnic groups，by comparing the ways of welcoming guests in different cultural backgrounds. ●Understand the principles of respect and courtesy implied in different tones and expressions，cultivate good social etiquette awareness，and enhance their cross－cultural communication skills.
三、重点难点
重点：
1．Students are able to master basic vocabulary and phrases for describing preparatory work and welcoming activities.
2．Students are able to extract key information from materials such as texts，pictures，or videos，and clearly express the specific activities of Peter's family using simple or compound sentences.
3．Students are able to grasp the basic structure，usage，and meaning of the sentence pattern “Can/Could you…？”，and are capable of accurately distinguishing the differences in tone between the two.
难点：
Students are able to use a rich variety of expressions for welcoming guests，including reception etiquette and communication phrases，and provide simple descriptions in English to enhance the practicality and enthusiasm in language use.
四、教学过程
Step 1　Lead－in(A guessing game)
The teacher distributes students a simple English questionnaire to the students. After the students fill out the questionnaire，the teacher invites them to share their answers.
T：Do you do housework at home What kind of housework do you usually do How often do you do it Do you think it's necessary to share housework with your family Why or why not Finish the questionnaire and then share your ideas.
【设计意图】通过问卷调查，引发学生思考，帮助老师有效地引入主题。
Step 2　Listening & Speaking(2a～2c)
Work on 2a
1．Ask students to listen to the conversation and fill in the blanks.
T：Peter's grandparents are visiting them this weekend，so the family are going to clean the house to welcome Grandparents. What are they going to do Let's listen and fill in the blanks.
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2b
1．Ask students to read the conversation and answer the questions in 2b.
(While reading，the teacher walks around and corrects students' pronunciation.)
T：Did Peter's grandparents visit their new home before What does “grandma clean” mean Why does Helen want to go to the flower shop Let's read the conversation again and find out the answers.
2．Ask students to discuss the answers in groups and explore the difficult points.
3．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
Work on 2c
1．Ask students to complete the mind map with information from 2a and add more things they can do.
T：Peter's family do lots of chores to welcome their grandparents. What other things can we think of to make his grandparents feel at home Write them down in “other” section.
2．Ask students to share the mind map in a short passage. Students can start the passage with the sentences：
Peter's family want to make their grandparents feel at home. So they add things to their room…
【设计意图】通过完成思维导图，学生能够总结故事梗概，提升获取关键信息的能力。
Step 3　Consolidation(2d)
Work on 2d
1．Ask students to listen and role－play the conversation in groups.
2．Invite two or three groups to role－play the conversation in front of the whole class.
【设计意图】通过练习对话，学生能够对文本的目标语言和语法进行强化练习。
Step 4　Practice(2e)
Work on 2e
1．Ask students to work in groups and make up conversations between Peter and his family.
T：Peter is preparing for his friend's visit to his new home，but he needs help. Who will help him to cook a meal Who will help him to make biscuits If you are Peter，the other members in your groups are Peter's family members，work together and make a conversation between Peter and his family using the phrases in the box.
2．Remind students to use the sentence pattern “Could you please…/Can I…？”
3．Invite students to share their conversations.
【设计意图】通过小组对话的形式，学生能够巩固本节课所学的重点句型。
Step 5　Summary
Ask students to make a summary about what they have learned today.
【设计意图】通过总结所学的知识点，学生能够明确本节课所学的重难点知识。
Step 6　Homework
1．Recite the words and phrases in this lesson.
2．Do the exercises in students' workbooks.
3．Optional：Make a Housework Plan Poster or a list to show who needs to do which housework according to the conversation you make up from 2e.
五、板书设计
Unit 2　Home Sweet Home 第二课时　Section A(2a～2e)
六、教学反思第五课时　Section B （2a～4d）
一、教学内容
1．Write an email to ask a friend to help decorate a room.
2．Find out who does the most chores at home by doing a class survey and give a report.
二、课时教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：cover，glue，make a poster, a pair of scissors, make paper-cuts，do the laundry，take out the rubbish，fold the clothes，do the dishes，sweep the floor, clean the bathroom，walk the dog，make the bed，help to cook Key sentences：①It was fun to decorate your room last month. ②We want to cover the animals and paint the walls light green. ③After painting, could you help choose some photos to hang on the walls
Learning Abilities ●Learn to use accurate and appropriate language to clearly express one's request，the situation of the room，and ideas about the decoration, etc. ●Learn to design questionnaires，collect data information about classmates' household chores，and then sort out，analyze，and summarize this information to draw the conclusion of who does the most household chores.
Thinking Qualities ●Be able to organize the language reasonably and explain the reasons for asking for help and specific requirements for the decoration，etc. ●Be able to conduct a logical analysis of the survey results.
Cultural Awareness ●Understand the cultural differences and concepts of different families regarding household chore division. ● Realize the importance of household chores in the family，as well as the ways different families cultivate children's sense of responsibility and self－care ability，and enhance the understanding and respect for family culture.
三、重点难点
重点：
1．Students are able to use polite，friendly and appropriate language to express their requests.
2．Students are able to describe the chores they do at home and share their ideas about doing chores.
难点：
1．Students are able to use accurate English words and sentence patterns to describe the ideal decoration effect of the room you have in mind.
2．Students are able to describe the specific process and details of doing household chores.
3．Students are able to describe surface phenomena，and explore the meaning and value behind doing household chores.
四、教学过程
Step 1　Practice(2a～2c)
Work on 2a
1．Ask students to complete the puzzle with the new words in this unit.
T：As we can see “HOME IS BEST”．Now practice makes perfect. Let's do some exercises to know more about the words. The clues can help you.
2．Ask three students to write their answers on the blackboard and check the answers together.
Work on 2b
1．Ask students to match the words in column A with those in column B．Then complete the sentences with the phrases.
2．Ask students to share the answers and the teacher helps to correct if necessary.
【设计意图】通过词汇和短语句型的训练，总结本单元所学的目标语言，学生能够明确本节课的重难点知识。
Work on 2c
1．Ask students to complete the letter with the words in the box.
T：The Sunshine Community writes a letter to invite people to join the community party. Now, complete the letter with the words in the box，and then let's share what they say to us.
2．Ask students to work in groups and write a letter (8 to 10 sentences) to show their love for their family members and share in the class.
Step 2　Review
Play a video of Queer Eye and ask students to describe their dream room.
T：Let's watch a short video of Queer Eye. This is a house improvement TV programme in the USA. What is your room like What kind of room do you want
【设计意图】通过观看房屋改造的视频，吸引学生兴趣，引入新课。
Step 3　Presentation(3a～3c)
Work on 3a
1．Ask students to read the email and find out what Zhang Peng asks his friend to do.
2．Ask students to pay attention to the key sentences of each paragraph.
Work on 3b
1．Ask students to put the things in order to see how Zhang Peng organizes his ideas in writing.
2．Think about the polite expressions Zhang Peng uses in his email.
T：What sentence patterns should we use when we want to ask sb. for help Try to use them in your email.
Work on 3c
1．Ask students to write an email to ask a friend for help.
T：If you want to decorate your room，what do you want your friend to help out with Please write an email to him. Below is a list of things you may need help with.
2．Ask students to share the email in class.
【设计意图】通过写邮件向好友寻求帮助，学生能够对目标语言进行充分的练习并巩固所学知识，为下文内容作铺垫。
Step 4　Guidance on writing methods
【典型例题】假设你是李华，周末家中要来重要客人，但父母出差不在家，需请朋友付兴帮忙打扫房间。请写一封邮件给付兴，请他帮忙。
内容要点：
(1)Why do you need his help
(2)What do you need him to do
(3)How will you thank him after the cleaning
要求：
(1)包含所给信息，可适当发挥；
(2)条理清晰，语句通顺，语法正确，书写规范；
(3)不少于80词(开头和结尾已给出，不计入总词数)。
◆◆思路点拨
写作注意事项：
(1)本文应以第二人称进行叙述；
(2)正确使用动词短语描述家务。
◆◆范文欣赏
Dear Fu Xing,
My aunt will visit us this Saturday afternoon, but my parents are on a business trip. I need your help to clean the house before she arrives. Could you come over on Saturday morning
First，could you help me clean the living room I need you to sweep the floor. Also，it would be great if you could help me clean the windows. They're really dirty. Second，the kitchen needs some work. Would you mind washing the dishes I could take out the trash while you do that.
After that we can go out for dinner and there is a new restaurant. I'm sure you will enjoy it!
Let me know if you can make it. Thanks again!
Yours，
Li Hua
【设计意图】通过以思维导图的形式讲解一篇典型例题，学生能够了解如何谋篇布局来完成一篇写作。
Step 5　Project(4a～4d)
Work on 4a
1．Ask students to share the chores they do at home.
2．Ask students to tick the chores according to the pictures and add more if necessary.
Work on 4b
1．Ask students to work in pairs to share how often they do chores and their opinions about doing chores.
T：What do you think of doing chores Should kids do chores at home Discuss these questions in 4b with your partners.
(The teacher gives an example first.)
T：For me，I often cook the dinner for my family. And I often cook the dinner twice a week. I think it's enjoyable to cook the dinner for my family and I feel happy and proud to cook for them.
2．Ask students to discuss the questions with their deskmates.
Work on 4c
1．Ask students to report their findings to the class.
2．The teacher should try to give a hand when students have difficulties during report.
Work on 4d
Ask students to find out who does the most chores at home and think about what can we do to help them.
T：Think of your days from the morning to night. Who does the most chores at home Your mother，father or grandparents
S1：…
T：They do so much for us. So what can we do for them
S1：We can do the dishes at the weekend.
【设计意图】通过分享做家务劳动的频率和对家务的看法，学生能够充分掌握本单元的目标语言，同时从实际出发，理解父母的不易。
Step 6　Summary
Ask students to summarize the key sentence patterns of introducing chores.
Step 7　Homework
1．Write an essay to share your ideas about chores.
2．Do the exercises in students' workbooks.
五、板书设计
Unit 2　Home Sweet Home 第五课时　Section B(3a～4d)
六、教学反思Unit 2 Home Sweet Home
　Section B（1a～1e）
一、教学内容
1．Learn about what the writer's family members do to welcome her family coming back to the hometown for the Spring Festival.
2．Talk about the meaning of home.
二、课时教学目标
Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：almost，journey，pull，familiar，joke，several，nod，writer，text，describe，wherever，perhaps，plate，freshly－made，smell，joy，apartment，block，wait for，pull…into，after a little while，set the table，tell jokes，have a good laugh，give a hand Key sentences：①At the end of the road，I saw Grandpa and my little cousin standing in the cold wind waiting for us. ②Grandma，my aunt，and my uncle were busy cooking dinner in the kitchen.③ Mum nodded，with tears in her eyes.
Learning Abilities ●Learn to extract key information from the text，such as specific preparatory activities and items，and then summarize and organize this information. ●Learn to be exposed to vocabulary and sentence patterns for describing family activities and emotions，and apply this language knowledge to expressions in similar situations.
Thinking Qualities ●Be able to think from different perspectives and explore the multiple meanings of home at both the material and spiritual levels. ●Be able to put forward their own opinions on the family activities and the concept of home described in the text.
Cultural Awareness ●Understand the importance of family as an emotional bond in different cultures，appreciate cultural values such as the emphasis on family affection and reunion. ●Recognize traditional cultural elements such as the Spring Festival customs，feel the uniqueness and richness of the culture.
三、重点难点
重点：
1．Students are able to obtain specific information about the family's preparatory activities and the Spring Festival customs in the writer's hometown.
2．Students are able to experience the emotional factors contained in home，as well as the cultural connotations behind it.
难点：
1．Students may not be familiar with the cultural background behind some traditional Chinese cultural customs and activities. This may affect their in－depth understanding of the text.
2．Students are able to have a certain vocabulary and language organization ability to transform their inner feelings and understanding of home into clear and well－organized English expressions.
四、教学过程
Step 1　Pre-reading(1a)
Show some pictures of family reunions during the Spring Festival and the scenes of celebrating the Spring Festival in hometowns.
T：Guys，take a look at these pictures. What are they doing now
S1：They are making dumplings.
T：Yes！In this picture，a family is sitting around together，making dumplings，with happy smiles on their faces. What about this picture
S2：The boy is hanging up red lanterns.
T：Behind these warm moments，each family member works together to welcome the reunion. Today，we will follow the writer to find out how her family members welcome her and her family back to their hometown for the Spring Festival.
Work on 1a
1．Ask students to share their impressions and feelings about their hometown.
T：When you think of hometown，what can you think of How do you feel when you go back to your hometown
2．Invite some students to talk about their ideas.
【设计意图】通过分享对老家的感受和印象，激发学生的学习兴趣，同时引入主题和新词汇。
Step 2　While-reading(1b～1d)
Work on 1b
1．Ask students to read the story and answer questions.
2．Check the answers in class and ask students where to find the answers from the passage.
Work on 1c
1．Ask students to complete the sentences to see what each family member did to make the home full of love. Find more examples from the text.
T：Wenwen's grandparents are so happy to see them back. What do the family members do to welcome Wenwen's family coming back
2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary.
3．Encourage students to find more examples about the love moments.
T：What else did the family members do to make the home full of love
S1：Wenwen set the table for the dinner.
T：Why do they do so many things
S2：Because they love each other so much.
Work on 1d
1．Ask students to discuss the questions in 1d.
T：Now please read the passage and discuss the two questions in 1d in groups.
2．Invite some students to share their answers.
3．The teacher does a summary and asks students to think about themselves.
T：What do your family members do when you come back to hometown during festivals How do your relatives show the love for you
(Students must share their ideas with complete sentences. The teacher shows the key sentences on the blackboard.)
【设计意图】通过完成阅读任务，学生能够充分理解文本并提高抓取关键信息的能力。
Step 3　After-reading(1e)
Work on 1e
1．Ask students to read the poem and share their opinions about the poem.
T：The small things they do make a big difference to our lives. In a word，that is love. Here is a poem about home. Read and share your feelings.
2．Ask students to share their understanding of “home” according to the poem.
3．The teacher plays a video about different pictures in which parents do things(cook，wash the clothes…) for their children.
T：Look! I collected some pictures at the weekend. See Your parents did so many things for you. This is the love from your parents.
【设计意图】让学生从不同的角度对家的意义进行深度思考，培育学生的情感认知与价值建构能力。
Step 4　Homework
1．Recite the passage and practise with your partners.
2．Extended：Make a photo album with your family pictures. Write short English sentences under each photo. Tell the story of each photo and how much love there is in it.
五、板书设计
Unit 2　Home Sweet Home 第四课时　Section B(1a～2c)
六、教学反思

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