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教学内容 Unit 2 Home Sweet Home Section A (1a-Pronunciation) 课 时 第1课时
备课日期 授课日期
教学目标 Language Ability 1.Students will accurately use target chore-related verb phrases (eg, "sweep the floor," "hang up photos"). 2.Students will demonstrate proper usage of modal verbs for polite requests ("Can/Could you please...") in simulated scenarios. Cultural Awareness 1.Understand that household chores should be shared among family members and contribute to the family. 2.Students will contrast Eastern and Western approaches to Age-appropriate responsibilities. Thinking Quality 1.Learn to ask and answer questions politely about doing household chores. 2.Students will compare Eastern/Western chore distributions through cultural value extraction. Learning Ability 1.Students will employ selective listening techniques to identify key action verbs in natural-speed dialogues and speaker relationships through linguistic cues. 2.Improve students’ listening comprehension skills and foster their oral expression skills.
教学 重点、难点 1.Students will correctly match 5 family members to their respective tasks in a multi-speaker dialogue. 2.The concept of sense group and when and how to pause in Pronunciation 2.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up 1.Greeting each other. 2.Explain learning objectives to students. 3.Look at the cover page of this unit and think the questions in Look and share: Step 2 Lead-in Teacher 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 3 Pre-listening Work on 1a Look at the pictures in 1a and learn some new chores. Let students to read by themselves,then have a memory test. Step 4 While-listening Work on 1b 1.Listen to the first conversation. Tick the things that Jim’s dad asks him to do. 2.Invite one student to share answers. Listening practice Listen to conversation 1 again and answer the following questions. What does Jim want to do And why Why does Jim’s dad ask him to do the following things How does Jim’s dad tell him to pack up his things Work on 1c 1.Listen to the second conversation and match the people with what they will do. 2.Check the answers together. Step 5 Post-listening Read the two listening materials after the tape,pay attention to the pronunciation and intonation. Work on 1d Make a conversation with the chores from 1a. A:Can /Could you please water the plants B:Sure./Sorry, I have to clean the bathroom now. A:... Group work Group roles (Jim, Dad, Mum, Helen), students are required to perform the second dialogue as much as possible without the textbook, paying attention to the correct of sentence patterns and body language. After each group has practiced, invite two groups of students to come to the front to demonstrate. Step 6 Pronunciation Revision T:Can you read these monophthong aloud Today, we’ll learn some new monophthong. Here we go. Work on 1 1.Listen and repeat. Add one more word to each group. 2.According to the pronunciation of the words in the recording,students classify the words they hear into the classification boxes of these monophthong. Work on 2 Listen and repeat. Notice the sense groups and pauses. Peter: Mum, | can I invite my friends | to our new house Mum: Sure, | Peter. But we need to clean up first. Would you like to mop the floor | or clean the windows Peter: I’d like to clean the windows. [An hour later.] Mum: Good job, | Peter! The windows are really clean,| and they look like mirrors! Step 7 Homework 1.Write 5 sentences using the sentence patterns “Could you please... ” to ask for help with household chores,and write the corresponding answers, including affirmative and negative answers. 2.Communicate with your partner in English about the household chores you often do at home and the chores you have asked others to help you with,and record them. 通过观察封面页，创设家庭生活情境，使学生快速融入课堂主题。 通过童话故事灰姑娘被继母安排做很多家务的情境导入，引导学生在语境中学习新知识，激发学生的兴趣和好奇心。 看图片学习新家务短语，熟读并记忆，帮助学生快速记忆相关短语。 播放1b的录音，回答问题，训练学生识别细节信息的能力。 播放Jim一家搬进新家的对话，听对话连线，然后核对答案。 通过跟读、总结句型、编对话和角色扮演等多模态输出活动，巩固句型运用，提升语言运用能力，培养学生的合作意识，建立用英语交流的信心。 通过复习判断学生对这些单元音发音的熟悉程度并给予及时的讲解和纠正。通过发音练习进一步巩固学生对于音标的掌握，提高学生的听力技巧。 观察学生是否能感知句子的表意功能，注意意群完整性，在适当的地方停顿。口语练习帮助学生加深对句子停顿的理解，且在语境中再次复现语音知识进行内化和应用。
板书设计 Unit 2 Home Sweet Home Section A (1a-Pronunciation)
教学反思
教学内容 Unit 2 Home Sweet Home Section A (2a-2e) 课 时 第2课时
备课日期 授课日期
教学目标 Language Ability 1.Accurately use household preparation phrases(eg, "hang up the clock," "put flowers by the window") in context. 2.Apply polite request structures("Can/Could you... " + "Sure/Sorry, I need to...") appropriately based on social relationships. Cultural Awareness 1.Contrast Chinese "comprehensive care"with Western "guest autonomy". 2.By sharing the housework before grandparents visit, students can cultivate good hospitality and sense of responsibility. Thinking Quality 1. Analyze cultural subtexts(eg, "Why is a clock a meaningful gift for grandparents "). 2.Analyze how family members share housework,develop logical thinking via question-answer practice. Learning Ability 1.Apply "Predict-Listen-Check"to decode dialogue details. 2.Use mind maps to categorize tasks and prioritize by urgency.
教学 重点、难点 1.Use listening skills to get the details correctly. 2.Always be aware of the appropriateness of your language, accurately distinguish the appropriate occasion and the person you are speaking to, and politely make requests and ask for permission.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Warming-up Teacher shows some pictures of a home-prepared scenes and ask a question:What do the family do to welcome guests’arrival S1:They clean the living room. S2:They go shopping in the supermarket. S3:... Step 2 Lead-in Teacher presents dialogue frame 2a, guide students to predict the content of the gap, and write key words on the blackboard. Step 3 Listening Work on 2a 1.Listen to the conversation for the first time,tick the activities we predicted on the blackboard. 2.Listen to the conversation for the second time,fill in the blanks,pay attention to capturing the base form of the verb. 3.Listen to the conversation for the third time,read after the tape and check the answers by yourselves,pay attention to pronunciation and intonation. Step 4 Reading Work on 2b 1.Skimming: T:Now, let's read the conversation quickly and answer the questions. Did Peter’s grandparents visit his new home before Why do you think so What does “grandma clean”mean Why does Helen want to go to the flower shop What do you usually do for your grandparents 2.T:Let's read again and mark T(True) or F(False). ( )The new clock is for helping Grandma check time. ( )Helen wants to put flowers in front of the window. ( )Mum will take Helen to the flower shop immediately. ( )Grandpa prefers reading books on the sofa. Work on 2c 1.Scanning: T: Let's read the conversation and complete the mind map with the information from 2a. Add more things to the “other” section. 2.Invite one or two students to share the answers. Language points The teacher explains the important knowledge points in this listening passage to the students: I can’t wait to show them our new house! I bought it for Grandpa to see the time. Grandpa likes reading books in front of the window. Can I put some flowers by the window Step 5 Speaking Work on 2d 1.Listen the conversation for the fourth time,you can repeat after the tape to polish your pronunciation and pay attention to imitating. 2.T:Now, it's your turn to practice. Work in groups. Each group assign the roles of Dad, Mum, Peter and Helen.(Give them some time to practice.Walk around the classroom, listen to students' conversations, and offer help if necessary) T:Which pair would like to come to the front and show us your conversation Step 6 Group work Work on 2e 1.T:Peter’s friend is visiting him this weekend. Let’s see how will he prepare for his friend’s arrival. (Show some pictures about the phrases in 2e.) go shopping,buy drinks,buy fruit,make biscuits,cook a meal,borrow a chess set,plan a treasure hunt. 2.T:Peter is preparing for his friend’s visit to his new home, but he needs help. Can you help him Now let’s work in groups to make up conversations between Peter and his family. 3.After making your new conversations,practice with your group members,pay attention to the propriety of language. 4.Discussion: Why do Western families often use “ treasure hunt” to show welcome How do Chinese families usually show welcome to guests or relatives Can you find the “common spirit” between Western and Chinese family Teacher has a summary about these questions:No matter treasure hunts or red envelopes,they are about family care.Although there are cultural differences, the care is universal. Step 7 Homework 1.Design a "New Home Decoration Plan", list 3 tasks in English with corresponding polite requests, discuss with family members and record the responses. 2.Write a short essay(60-70 words) to describe how you usually welcome your friends,using the useful expressions from 2e. 展示家庭准备场景图片并提问，激活学生已有词汇，创设语境，为听力输入做铺垫。 结对合作完成对话预测，并用“They might...”表达推测；培养听前预测策略，激活目标词汇，降低听力焦虑。 第一遍听检验上一步的预测是否正确；第二遍听补全空缺，注意捕捉动词原形；第三边听，跟读并校对答案，同时注意语音语调。分层训练听力细节捕捉能力，巩固句型结构。 本环节通过阅读练习进一步加深了学生对于家务请求与回应这一话题的学习和英语表达的掌握，将英语学习融入到日常生活中，同时渗透“grandma clean”的文化理解，在读后任务又带领学生讲解和记忆文中重要的知识点，提高了学生的英语综合运用能力。 通过第四遍听来润色学生的发音，提醒学生注意人物特点和肢体语言；通过小组练习使学生巩固目标句型，同时提醒学生在与家人进行交流时要注意礼貌和表达的得体性。 通过祖父母来访的情境迁移到Peter的朋友来访的情境，拓展了一些关于活动准备的新表达，巩固关于家务请求和回应的简单句型，提高口语表达的准确性和流利度。 通过探讨三个问题，学生能够对比中西方待客之道的差异性，学会尊重理解包容，明白“家庭关怀”的意义和重要性，虽然文化有差异，但是关爱却相通。
板书设计 Unit 2 Home Sweet Home Section A (2a-2e) Peter:Dad, could you please give me a lift to the shop this afternoon Dad:Sorry, but I have to work from home all day. Peter:Helen, can I borrow your chess set Helen:Sure. Here you are.
教学反思
教学内容 Unit 2 Home Sweet Home Grammar Focus (3a-3c) 课 时 第3课时
备课日期 授课日期
教学目标 Language Ability 1.Accurately distinguish between can and could for requests("Could you... ") and permission("Can I... ") in structured dialogues. 2.Use appropriate intonation patterns(rising for polite requests, neutral for permissions) in oral practice. Cultural Awareness 1.Contrast Western "Could-Preference"(even among friends) with Chinese "Can-Acceptability" in informal contexts. 2.Analyze how power distance(eg, teacher-student) affects modal choices across cultures. Thinking Quality 1. By analyzing the example sentences in 3a, and completing the dialogue in 3b, exercise logical reasoning and inductive skills, and sort out the of using can/could. 2.Create a situational dialogue in 3c to stimulate innovative thinking, flexibly apply knowledge to solve communication problems in different scenarios, and the agility and divergence of thinking. Learning Ability 1.Apply "Structure-Function Matching"to analyze sentence patterns (eg, "You→Could" for requests, "I→Can" for permissions). 2.Autonomous observation of example 3a; mastering strategies for autonomous inquiry and cooperative learning; improving learning efficiency.
教学 重点、难点 1.Skillfully apply can/could to complete 3b dialog completion, 3c situational dialogue creation, and achieve effective communication. 2.Combine multiple scenarios of 3c naturally and creatively construct dialogues, reflecting the logic of real communication and cultural connotations. 3.Distinguish the subtle nuances of can/could in the context of requests and permissions, and flexibly and appropriately apply them.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in Show some pictures of life scenes to create some situations, such as students asking for leave from the teacher because of illness, borrowing mobile phones to make calls, and asking classmates for help etc. Guide students to observe the pictures and think, and use "can/could" to initiate conversations. For example: -Mrs Gao,could you please allow me to take a leave to see a doctor Step 2 Presentation Work on 3a 1.Present the sentences in 3a, let students read the example sentences on their own, and think about "what intention is expressed by can/could in the sentence" and "what forms of answers are there". 2.Guide students to discuss in groups, summarize the basis for judging requests (R) and permissions (P), patrol and guide, and answer questions and doubts. 3.Invite students to share the conclusions of the group, and teacher supplements the explanation: could is more polite to indicate requests, and answers often use can; permission responses have positive and negative forms, and the negative needs to be euphemistic (such as "Sorry, but...") 4.Organize students to complete 3a marking R/P, check answers, and correct misconceptions. Step 3 Practice Exercises After explaining the knowledge points, the teacher shows some exercises through PPT. Work on 3b 1.Show the practice 3b, and let students read the dialogue context independently, circle key information (such as answer sentences "Of course you can" "Yes, if you are careful..", etc.). 2.Guide students to analyze the type of request/ permission corresponding to each answer sentence, guess content of the question sentence, and try to choose the answer. Exchange ideas within the group. 3.Please report the choice and reasons of the group, the teacher comments, emphasizes the points that can/could match the context. 4.The whole class check the answers, and for the error-prone sentences (such as Question 4), expands the exercises: replaces the answer sentences, re-selects the question sentences, strengthens the use. Step 4 Production Work on 3c 1.Present four scenarios of 3c, explain the creative requirements: use can/could to make up conversations, reflect real communication, include requests and responses. 2.Give 5 minutes to create dialogues in groups,choosing scenarios, and teacher patrols to inspire creativity (eg, scenario 2 can be expanded to "ask about key points in notes"; scenario 3 adds a thank-you response). 3.Invite several groups to perform dialogues on stage, and other students evaluate ( accuracy, scenario rationality, creativity), with teacher supplementing comments, emphasizing cultural politeness (eg, using could is more euphemistic). 4.Display excellent dialogue examples, guide students to learn by comparison, and perfect their own expressions. Step 5 Game time “Life Scenes Script Murder Mystery” 1.Choose a role (a parent,a teacher,a student,a friend...) 2.Choose a scene (at home,at school,at supermarket,at hospital...) 3. Role play: Make requests (Can/Could you...) Ask for permission (Can/Could I...) Useful expressions: Sweep the floor,hand up photos,clean the blackboard,buy some snacks... Step 6 Summary 1.Review with students: the usage of can/could for requests (R), permission (P), the characteristics of responses (affirmative/ negative forms), cultural connotations (courtesy and politeness). Emphasize the points of confusion (could is more polite for requests, answer with can; negative should be euphemistic). Step 7 Homework 1.Copy the example sentences of 3a, mark R/P, recite 2-3 typical dialogues. 2.Write 5 request sentences and 5 permission sentences with can/could. 展示相关图片创设真实的情境，通过真实的生活情境激发学生的兴趣,让其can/could输出句型，为后续教学起了一个很好的开头，使学生快速进入学习状态。 学生通过阅读Grammar Focus的句子进行自主探究和合作讨论，主动建构知识；教师讲解补充细节，学生记笔记，突破语法难点，掌握本课时核心语法点。 教师通过PPT展示can/could的相关练习，趁热打铁，对刚刚讲解的知识点进行学以致用,加深学生的印象。 通过独立思考、小组协作锻炼学生语境分析与逻辑思维能力；教师点评拓展，强化重点练习，突破3b难点，提升学生解决问题的能力。 创作多元化情境，培养学生的创新思维；小组合作促进任务完成，提高学习效率；表演评价环节让学生在实践、反馈中灵活运用知识，提升口语与跨文化交流素养。 学生通过组队玩“生活场景剧本杀”游戏，由教材中的情境过渡到生活中的可选择的情境，寓教于乐，让学生在轻松愉快地氛围中巩固知识。 教师带领学生系统总结语法知识，强化重点，突破难点，帮助学生构建清晰框架，巩固学习成果。
板书设计 Unit 2 Home Sweet Home Grammar Focus (3a-3c) 1.用于委婉地请求别人做某事: -Could you (please) do sth /Can you do sth -OK./Certainly./Of course./With pleasure./No problem./Yes, sure. / ... -Sorry, I can’t. I have to…/I’m afraid not./ I’m afraid I can’t. I have to... 2.用于委婉地请求别人允许自己做某事: -Can / Could I do sth -Yes, good idea. / Yes, you can. /Certainly. / Yes, please. / ... -Sorry, you can’t./I’m afraid you can’t. / ...
教学反思
教学内容 Unit 2 Home Sweet Home Section B (1a-1e) 课 时 第4课时
备课日期 授课日期
教学目标 Language Ability 1.Extract key details (eg, setting, characters’ actions) from the text through skimming and scanning. 2.Express personal feelings about "home" using descriptive language (eg, "Home is where I feel safe and loved."). Cultural Awareness 1.Understand Chinese Traditions,recognize the cultural significance of the Spring Festival. 2.Explore universal themes of "home" (eg, safety, love, belonging). Thinking Quality 1.Infer characters’ emotions and attitudes using contextual clues (eg, "Mum nodded, with tears in her eyes"),enhancing logical thinking and critical ability. 2.Reflect on how cultural differences influence perceptions of “home”. Learning Ability 1.Use context and visual aids to deduce meanings of unfamiliar words,summarize the story’s key events in their own words. 2.Analyze how different family members contribute to a loving home environment(eg, Who waited in the cold Who cooked ).
教学 重点、难点 1.Master new words and phrases in this section and their usage in context,improve their reading skills. 2.Deeply understand the cultural connotations behind family traditions and values in the text, and express personal views on family cultures.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in Teacher plays a MV about the song named “Home” sung by Westlife. T:What is this song about Ss:Home/Going home! Step 2 Pre-reading Work on 1a 1.T:We all have a home.How does home make you feel Share your ideas with a partner. 2.Teacher invites several students to share their ideas. S1:Home makes me feel relaxed and safe. S2:Home makes me feel warm and comfortable. S3:... Prediction T:Today we’ll learn a story about going home for Spring Festival.Before learning,let’s have a prediction first: What’s the main idea of the story Where is “home” in the story What did they do during the Spring Festival (Tip: We can get information with the help of the title and pictures.) Step 3 While-reading Work on 1b Skimming 1.Read the text quickly and answer:What’s the order of the text A.Time order B.Place order C.Cause-effect order 2.Look through the text again,try to answer:How many parts can the story be divided into What’s the main idea of each part Part 1 Dialogue at home Part 2 Travel to hometown Part 3 Family gathering Part 4 Departure Scanning 1.Read Part 1 and answer the following questions. Where did the writer want to go for the Spring Festival Where did the writer go for the Spring Festival 2.Read Parts 2 carefully and fill how the writer’s family got to her grandparents’ village. 3.Read Parts 3-4 carefully and answer questions. What is the name of the writer In the text, what words are used to describe people’s feelings Work on 1c Read again.Complete the sentences to see what each family member did to make the home full of love. Find more examples from the text. Work on 1d Teacher organizes students to work in groups to discuss the questions in 1d. 1.Why do you think the family spent the Spring Festival at the village 2.What do you think about the writer’s family members Language points Students circle the knowledge points they don't understand in this text, and teacher gives a detailed explanation,and then let students give some examples. The train journey took more than five hours, ... I saw Grandpa and my little cousin standing in the cold wind waiting for us. Step 4 Post-reading Retelling 1.Teacher guides the students to retell the text based on the mind map on PPT. 2.Teacher gives the students time to retell them to their partners. 3.Teacher invites one or two students to retell the text. Work on 1e 1.Teacher presents the poem “Home”,let students read and share their understanding of “Home”. Eg,Home is a warm place where family love, help and care for each other. 2.After reading and sharing,organize students to imitate poetry using the sentence pattern “Home is not a place, it's..”. Eg,Home is not a place, it’s the warm comfort from mom every time you are sad. 3.Group discussion: Why do all cultures value family gathering What makes a house become a home Step 5 Moral education Teacher plays a video about “Go home often”. T:Wherever we go, no matter how far we travel, let us not forget to go home often! Step 6 Homework 1.Make the mind map about 1b by yourself and retell the text to your partner. 2.Role-play a conversation with a partner. 通过西域男孩的一首歌 “Home”作为导入，直击本节课的主题。 与同伴分享自己对家的感受，激活学生的情感体验。 教师带领学生对文本进行预测，培养学生的阅读预测策略，降低阅读焦虑，为后续学习做准备。 学生快速浏览文章，选择故事发展顺序，理清文章结构；划分段落，总结每部分的主要内容，培养学生提取关键信息和分析文本的能力。 学生通过认真阅读各部分内容，完成相关阅读任务，理解文章细节，培养阅读能力。 通过小组讨论1d的问题，进一步升华主题，使学生明白回家的意义。 教师让学生自己勾画出亟待解决的知识点并给予细致的讲解，之后让学生给出相关例子，帮助学生准确理解和应用。 引导学生复述故事，培养学生的语言表达能力和创造力，再次整体把握文本。 通过诗歌阅读、诗句仿写、文化讨论等活动，深化学生对家的情感和文化内涵的理解，明白家庭的重要性和家庭团聚的意义。 结尾通过央视纪录片“常回家看看”再次升华主题，对学生进行情感教育。
板书设计 Unit 2 Home Sweet Home Section B (1a-1e) Part 1 Dialogue at home Part 2 Travel to hometown Part 3 Family gathering Part 4 Departure 1.Where did the writer want to 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
教学反思
教学内容 Unit 2 Home Sweet Home Section B (2a-3c) 课 时 第5课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to recognize and use unit-specific vocabulary (eg, community, valuable, journey, nod) and phrasal verbs (eg, clean up, hang up, pack up) accurately. 2.Students will extract key details from an email (eg, Zhang Peng’s requests) and organize information logically (eg, sequencing steps for room decoration). Cultural Awareness 1.Students will compare polite request styles across cultures and apply culturally appropriate language. 2.Students can better understand and actively help others, enhancing the awareness of loving labor and willing to help others. Thinking Quality 1.Read the email, accurately extract the content of Zhang Peng's request to friends, and exercise the ability to extract and summarize information. 2.Students will sequence steps in a process and structure emails with clear paragraphs (problem→plan→request). Learning Ability 1.Students will deduce word meanings from context (eg, inferring valuable from “high price” in the puzzle). 2.Students will self-correct writing using peer/teacher feedback (eg, revising emails for clarity and politeness).
教学 重点、难点 1.Use the correct vocabulary in different contexts, and use appropriate language and logic to clearly express requests and ideas. 2.Extract key information from Zhang Peng’s e-mail, summarize the key points and apply it to your own writing.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Revision 1.T:At the beginning of our class,let’s have a revision about the story “Going Home for the Spring Festival”. Don’t forget our homework of Level A.Now,who can show your own mind map and retell the story to us Step 2 Vocabulary in use Work on 2a 1.Guide students to complete the word puzzle game of 2a, and fill in the words according to the clue prompts. 2.Show the answers on PPT and check answers with students together. 3.Present the words in 2a one by one, and explain them with examples and action demonstrations For example, when explaining “nod”, make a nodding gesture while saying “He nodded to show his agreement.”; when explaining “hunt” give an example like “They went to hunt for food in the forest.” Work on 2b 1.Match the words in column A with those in column B. Then use the phrases to complete the sentences. 2.Invite one or two students to share the answers to the whole class,teacher gives some feedback. Work on 2c 1.Read and complete the letter with the words in the box. 2.Teacher leads students to check answers together. 3.Teacher asks the students to think actively the meaning of “home” and “community”,let them share their ideas freely,and then summarizes: We should regard our “community” as a bigger “home” and everyone in it should help each other. Step 3 Pre-reading 1.Show some pictures of different decorated rooms on the screen. T: Do you like these rooms If you want to decorate your own room, what will you do 2.Lead students to discuss and share their ideas briefly. Step 4 While-reading Work on 3a & 3b Fast reading 1.Look through the passage and answer: What’s the type of this passage A.Story B.Post C.E-mail D.Diary entry 2.Ask students to read the passage quickly find out the main idea. Careful reading 1.Let students read the email carefully again and complete the task in 3a, that is,find out what Zhang Peng asks his friend to do. Then, check the answers with the whole class. 3.Guide students to complete 3b,putting the things in order to see how Zhang Peng organizes his ideas in writing. Explain the importance of logical thinking in writing. Step 5 Post-reading Group work Divide students into groups.Let them discuss in groups about what else they may need help with when decorating a room according to the list in 3c. Each group selects a representative to share their ideas. Step 6 Pre-writing 1.Before the students write, teacher explains the format of the email with the email from 3a as an example: recipient, subject, greeting, body, ending, signature, etc. 2.Use the email from 3a as an example to mark the parts such as "description of the current situation, plans and specific requests", and set the requirements for the students' writing. Step 7 While-writing Work on 3c 1.Guide students to write an email to ask a friend to help decorate their rooms. Remind them to use the words and expressions they have learned and provided in 3c, and pay attention to the logical order and polite expressions. 2.Encourage students to increase detailed descriptions of the current state of the room and expectations for the decorative effect, using a variety of sentence patterns. 3.Circulate to guide students, helping them solve problems they encounter in writing, such as vocabulary usage, sentence structure, etc. Step 8 Post-writing 1.Display the evaluation form, including the structure of the email, content integrity, sentence rationality, etc. 2.Invite 2-3 students to read their own emails, and teacher leads the whole class to evaluate according to the evaluation form. 3.Organize students to evaluate each other according to the evaluation form. Step 9 Homework 1.Imagine you are John,write an email to Zhang Peng,give him some more advice.( at least 60 words) 2.Make a vlog about the decoration style of your bedroom and introduce the content in English. 通过复习对上节课的重要内容进行回顾。 展示2a新颖的单词填写形式，激发学生的好奇心与探索欲，促使他们主动思考单词在具体语境中的运用，锻炼其词汇知识的提取与应用能力。 通过2b的练习观察学生对词汇用法及搭配的掌握程度。 2c依托完整语篇，巩固学生对重点词汇用法和搭配的掌握，同时通过探讨家和社区的意义，对学生进行情感渗透，从而实现从小家到大家的升华。 通过展示不同装饰风格的房间图片，吸引学生的注意力.激发学生对房间装饰话题的兴趣，激活学生已有的关于房间装饰的知识储备。 训练学生快速阅读的能力，让学生在短时间内获取邮件的主要信息，培养学生把握文章主旨的能力。 学生仔细阅读邮件，培养学生提取细节信息的能力,引导学生梳理邮件中的逻辑顺序，使学生明白如何有条理地表达想法.为后续的写作教学打下基础。 教师以3a的邮件为范例讲解邮件的格式并标注“现状描述，计划安排，具体请求”等部分，使学生明白写作的格式和具体要求。 指导学生模仿邮件进行写作，将所学知识运用到实际中，提高学生的写作能力，同时培养学生运用恰当语言和逻辑表达请求的能力。
板书设计 Unit 2 Home Sweet Home Section B (2a-3c) Email Structure: 1.Recipient:to xxx 2.Subject:write for what 3.Greeting:Hi xxx 4.Opening (purpose): 5.Body (current situation - plan - requests) 6.Ending 7.Signature:Best,xxx
教学反思
教学内容 Unit 2 Home Sweet Home Section B (Project) 课 时 第6课时
备课日期 授课日期
教学目标 Language Ability 1.Students will be able to recognize and use household chore-related vocabulary (eg, sweep the floor, fold the clothes, take out the rubbish). 2.Students will practice frequency adverbs (always, often, sometimes) and modal verbs(can/could) to make polite requests. Cultural Awareness 1.Students will explore the proverb"East or west, home is best" to understand how chores contribute to family harmony. 2.Students will practice making polite requests ("Could you... ") to reflect respectful family communication. Thinking Quality 1.Students will analyze survey data to compare chore distribution (eg, "Who does the most chores Is it fair "). 2.Students will organize information to present findings logically. Learning Ability 1.Students will interview peers and work in groups to compile data, enhancing teamwork skills. 2.Students will use visual aids (eg, chore charts) and digital tools(eg, creating bar graphs) to present results.
教学 重点、难点 1.Students will conduct surveys using target questions ("What chores do you do ") and report findings in simple sentences ("Three students walk the dog daily."). 2.Structuring a coherent project report (goals-tasks-evaluation) and using visual aids (charts) to present chore distribution.
教学活动设计
教学过程 设计意图 二次备课
Step 1 Lead-in The teacher presents some pictures of household-related scenarios and provides the sentence pattern: A:Can/Could you please... B: Sure./Sorry, I have to... Let students practice dialogue based on the scene. Step 2 Ticking Work on 4a 1.Introduce the project:Today we’ll learn the project “Find out who does the most chores at home”. 2.The teacher presents the table of 4a, and asks students to read aloud these phrases related to housework, making sure they know the meanings and pronunciation. 3.Have students tick the chores they do at home, and leave a space in the last column to add other chores. Step 3 Do a survey Work on 4b 1.T:Let’s do a class survey. You need to ask your classmates the following questions: What chores do you do How often do you do chores What do you think about doing chores 2.Teacher invites a student to demonstrate to the whole class. For example: T:What chores do you do S:I clean the room, take out the rubbish and water plants. T:How often do you do chores S:Almost every day. T:What do you think about doing chores S:It makes me feel great. 3.Teacher gives the students a set time to carry out a class survey, actively asking their classmates and recording the survey results, and can use charts to summarize the results. The teacher patrols and provides guidance and assistance when necessary. Step 4 Reporting Work on 4c 1.Organize several students to come to the front to report the survey results. For example: We did a class survey about doing chores at home. Here are the results. Mary is helpful at home. Every day she helps set the table and do the dishes.Our classmate Tom is helpful too. He often waters plants, cleans up the bathroom and folds the clothes. As for John, he hardly ever does chores. He thinks doing chores is a waste of time... 2.When the student representatives finished the report, teacher shows the evaluation form and organizes other students to score their performance. Step 5 Moral education Work on 4d T:Now let's look at who does the most chores at home based on the survey results. Ss:Mary! Discussion T:Now let's discuss a question: Do you think teenagers should do chores at home like Mary Why State your reasons. S1:I think teenagers should do chores, it can cultivate our good habits. S2:I think teenagers should do chores, we are all members of the family, we should share chores with our parents. S3:I think teenagers should not do chores,because their main task is to study. Watch and think Teacher plays a short video about family and chores and asks:What can you learn from the video Ss:... T:Do chores together. Make our home clean and sweet. Step 6 Reflecting 1.Lead students to discuss on reflecting questions: -What words and expressions can you use to talk about your home -Can you use can or could to make polite requests and ask for permission -What can you do to make your home comfortable -What did you learn about the meaning of home Step 7 Summary Summarize the content learned in this class, including phrases, reports, and emotional attitudes towards family and chores. Step 8 Homework 1.Do a survey about what chores your family members do at home and share the result with your friends. 2.Write a short essay in 6-8 sentences: "My Chores and My Family"(Content should include frequency, feelings, and improvement ideas). 通过图片和句型导入，激活学生已有的关于家庭和家务劳动的知识，自然引入本节课的主题，同时复习相关表达。 通过介绍项目活动，使学生明确任务；学生在实践中复习和运用所学相关表达谈论家务，巩固和扩充知识储备。 教师展示4b的问题，指导学生进行班级调查，同时随机调查一个学生为全班做示范，提高学生的调查效率，避免学生浪费不必要的时间；在学生调查过程中，教师巡视并及时给予帮助，指导学生记录并汇总调查结果，确保任务的有序推进。 教师邀请学生代表进行汇报，其他学生根据评价量表对其的表现进行评价，教师给予反馈。 教师引导学生查明谁在家做的家务最多，并顺势抛出问题让学生进行探讨:青少年在家该不该做家务 深化本节课的主题，培养学生的批判性思维和口语表达能力。 学生对于青少年该不该做家务的看法不一，通过短视频再次对学生进行情感教育,让学生明白:家=责任+爱,我们在享受爱的同时要承担自己的那份责任。 回顾本节课所学知识，加深理解和记忆，帮助学生梳理知识脉络。
板书设计 Unit 2 Home Sweet Home Section B (Project)
教学反思

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