Unit 2 Home Sweet Home【人教新版八上英语授课典案+备课素材】

Unit2HomeSweetHome【人教新版八上英语授课典案+备课素材】/让教学更有效___精品试卷|英语学科

SectionB

第一课时(1a-1e)

StudyoftheText_______________

What:Thestory“GoingHomefortheSpringFestival"isaboutafamily’sexperience,includingthechild’sinquiryaboutthetrip,thetrip,thegreetingsandinteractionswiththerelativeswhentheyarrivedhome,andthesadnesswhentheyleft.1aasksstudentstosharetheirfeelingsabouthomewithapartner.1basksthemtoreadthestoryandanswerthequestions.1casksthemtofindthebehaviouroffamilymembersthatshowstheirlove.1dasksstudentstodiscussthequestions.1easksstudentstosharetheirunderstandingof“home”byreadingthepoemandopinions.

Why:ThroughthetraditionalChinesefestivalsceneofgoinghomefortheSpringFestival,studentscanuseEnglishinreadingandcommunicationtodevelopcomprehensivelanguageskills.Thereadingandrelatedquestionspractisestudents’readingcomprehensionskillsandhelpthemgraspandsummarizethedetailsofthetext.Sharingtheirunderstandingof“home"developsstudents’emotionalawarenessandexpressionskills,makesstudentsfeelthecharmoffamilyloveandtraditionalculture,andenhancestheirculturalawareness.

How:Thestoryisanarrativeessay,recordingtheexperienceofgoinghomefortheSpringFestivalfromthefirst-personpointofview.Inchronologicalorder,thenarrativegoesfromaninquirybeforethetriptointeractionsafterreturninghomeandpartingscenes.Theexercisesaresetaroundthestory.Thesetasksareclearlylayeredandgraduallydeepened.Thelanguageisvivid,whichmeetsthecognitivelevelandlanguagelearningneedsofjuniorhighschoolstudents,andiseasyforstudentstounderstandandimitate.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.comprehendthecontentofthetext“GoingHomefortheSpringFestival”,includingthedetailsofthefamily’strip,theactivitiesathomeandtheemotions;

2.answerthequestionsaccuratelybasedonthetextthroughreadingandanalysistoimprovetheirreadingability;

3.gettoknowthesignificanceoffamilyandhome,andthevalueoffamilybondsandtraditions.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tocomprehendthecontentofthetext“GoingHomefortheSpringFestival",includingthedetailsofthefamily’strip,theactivitiesathomeandtheemotions.Step1Lead-in1.Greetings.2.Chanttogether.Homeiswarm.Homeissafe.HomeiswhereIwanttostay!Icanrest,Icanplay.Ilovemyhomeeveryday!Step2Fastreading1.Readforthetexttype(文本类型).◎Key:Thetextisanarrative.2.Howcanyoudividetheseparagraphs

◎Key:Therearefourparts.Para.1-2ThePlantoGotoMum’sHometownPara.3-4TheTripandArrivalPara.5-11TheFamilyReunionandDinnerPara.12-13LeavingandthePromiseObservestudents’performanceandknowwhethertheypreviewthelessonwell.

Observewhetherstudentscanfindmainideasquicklyandjudgetheirskimmingskills.

PurposeTohelpstudentsunderstandthecontentofthetextquickly.

2.Toanswerthequestionsaccur-atelybasedonthetextthroughreadingandanaly-sistoimprovetheirreadingability.Step3Carefulreading1.Workon1b.Readforthedetailsandanswerthequestions.(1)WheredidthewritergofortheSpringFestival(2)Whatisthenameofthewriter(3)Inthetext,whatwordsareusedtodescribepeople’sfeelings◎Key:(1)Shewenttohermum’shometown/hergrandparents’village.(2)Wenwen.(3)Happy…2.Workon1c.Completethesentencestoseewhateachfamilymemberdidtomakethehomefulloflove.Findmoreexamplesfromthetext.◎Key:1.waitedforus2.Grandpa3.cookeddinner4.Myparents5.broughtout6.IObservewhetherstudentsareabletoanswerthequestionscorrectlytoknowabouttheirunder-standingofthetextandtheirmasteryofthetargetlanguage.

PurposeTohelpstudentsgraspthedetailsofthetext,thinkdeeplyandunderstandthemeaningofit,andpavethewayforthenexttask.

3.Togettoknowthesignificanceoffamilyandhome,andthevalueoffamilybondsandtraditions.Step4Post-reading1.Workon1d.Discussthequestions:①WhydoyouthinkthefamilyspenttheSpringFestivalatthevillage②Whatdoyouthinkaboutthewriter’sfamilymembers2.Workon1e.Readthepoemandopinions.Thenshareyourunderstandingof“home”.3.Summary:Thetriphomeislikereadingaheart-warmingstoryorstartingameaningfultrip,touchingthedeepestemotionsinourhearts.Listentostudents’expressiontoknowabouttheircriticalandcreativethinking.Helpstudentsthinkdeeplyandfeelthephilosophyoflifeaccordingtotheiranswers.

PurposeToimprovestudents’thinkingability,andguidestudentstoapplywhattheyhavelearnedinreallife.

Homework1.Basichomework:Readandrememberthenewwordsandphrasesinthispart.2.Practicalhomework:Rewritethestoryinyourownwords.Trytousethenewwordsandphrasesyou’velearned.3.Extendedhomework:FindanEnglishpoemorsongabouthome.ShareatleasttwosentencesfromitwithyourclassmatesandexplainwhyyouliketheminEnglish.

TeachingReflection___________

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第二课时(VocabularyinUse)

StudyoftheText_______________

What:ThecontentiscentredonEnglishvocabularyexercises,includingcrosswords,phrasematchingandlettercompletion.Thecrosswordpuzzlesneedtobecompletedwithnewwordsintheunit.ThephrasematchingexerciserequiresstudentstomatchthewordsincolumnAwiththoseincolumnB,andthenusethephrasestocompletethesentences.Thelettercompletionexerciserequiresstudentstocompleteawelcomingletter.

Why:Throughavarietyofexercises,studentsarehelpedtoconsolidateandusethekeyvocabularyoftheunit,rememberandusethevocabularyindifferentcontexts,cultivatetheircomprehensiveuseoftheEnglishlanguage,andenhancetheirabilitytoperceiveandunderstandtheEnglishcontext.

How:Theexercisesprogressinastepwiseprogression,fromindividualvocabularyawarenesstophrasematchingandfinallyusingthevocabularyincompletediscourse,progressivelyenhancingstudents’abilitytousevocabularyinanintegratedway.Linguistically,basicandcommonvocabularyandsentencepatternsareused,whichisinlinewiththelanguagelevelofjuniorhighschoolstudentsandiseasytounderstandandpractise.

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.masterandcorrectlyspellnewwordsthroughvocabularypuzzles;

2.improvetheirreadingcomprehensionskills,whichhelpthemunderstandthecontextandrequirementsofdifferentlanguagetasks;

3.cultivatetheirculturalandsocialawarenessandunderstandtheconceptof“community"andtherelationshipbetweenpeopleinthecommunity.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tomasterandcorrectlyspellnewwordsthroughvocabularypuzzles.Step1Lead-in1.Greetings.2.Ask:Whenyouheartheword“home”,whatwordsdoyouthinkof◎Possiblekey:Comfortable,sweet,deliciousfood…Step2Workon2aCompletethepuzzlewiththenewwordsinthisunit.Thecluescanhelpyou.◎Key:1.munity4.dead5.livingroom6.treasure7.bedroom8.journey9.perhaps10.plateVocabularydevelop-mentthroughcross-wordpuzzlesexpandsstudents’vocabularyandcreatesagoodatmosphereintheclassroom.

PurposeToimprovestudents’speakingskillsthroughsimplevocabularyandenhancestudents’cohesion.

2.Toimprovetheirreadingcompre-hensionskills,whichhelpthemunderstandthecontextandrequirementsofdifferentlanguagetasks.Step3PracticeWorkon2b.MatchthewordsincolumnAwiththoseincolumnB.Thenusethephrasestocompletethesentences.◎Key:1.cleanupthebathroom2.takeouttherubbish3.packuptheluggage4.hangupthephotoEvaluatestudents’masteryofthetargetlanguagefromtheircompletionofthesentences.

PurposeToprovideacomprehensivereviewofkeyvocabularyinthisunit.

3.Tocultivatetheirculturalandsocialawarenessandunderstandtheconceptof“community"andtherelationshipbetweenpeopleinthecommunity.Step4VocabularyinuseWorkon2c.Completetheletterwiththewordsinthebox.◎Key:soon,arrival,invite,community,ready,freeStudents’masteryofthetargetvocabularyisevaluatedbytheircompletionoftheletter.

PurposeToimprovestudents’abilitytochoosewordsaccuratelyincontextandtousethevocabularytheyhavelearnedflexiblyinwritingandexpression.

Homework1.Basichomework:Recitethephrasesin2b.Practisereadingthemaloudtoensurecorrectpronunciation.2.Practicalhomework:CreateanEnglishsituationaldialogueonthethemeof“CommunityLife”.3.Extendedhomework:DoEnglishdubbingaboutcommunitylifeordailyhome-basedactivities.

TeachingReflection_______________

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第三课时[(3a-3c)Writing&Project]

StudyoftheText_______________

What:ThisisthesixthlessonofUnit2.3aisalettertoJohnwrittenbyZhangPeng,inwhichheinvitesJohntodecoratehisroom.3brequiresstudentstoputthethingsinorderaccordingtothecontentoftheletter.3casksstudentstowriteanemailtoaskafriendtohelpdecoratetheirroom.Theprojectactivitiesallowstudentstofindoutwhodoesthemostchoresathome.

Why:ThroughinvitingJohntodecoratetheroom,itcanstimulatestudents’planningandthinkingabouttheirownlivingspace,andcultivatestudents’abilitytodescribesomethinginEnglish.Bythinkingaboutthesignificanceofchores,studentscanunderstandtheconnotationsofthefamilylivingspaceandchoresfromdifferentperspectives.

How:3aispresentedinthestandardformatofanemailandbelongstothepracticalwritingstyle.Inthebodyofthetext,itfirstmentionsthepreviousexperienceofdecoratingaroomtointroducethetopic.Then,itdescribesthecurrentsituationoftheroomindetailandoutlinesthedecorationplan.Someexpressionsformakingrequestsareused,whichhelpsstudentslearnhowtomakepoliterequestsinEnglish.Italsoinvolvessomewordsrelatedtoroomdecorationandhousework,enrichingstudents’vocabulary.Theprojectactivitiesarepresentedwithclearstepsandrequirements.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.readtheemailandaccuratelydescribetheroom’sconditionandthedecorationplan,anddescribetheirownroomstoclassmates;

2.knowaboutchoresandreflectonresponsibilityasafamilymember;

3.usethesimplepresenttensewhendescribingthechorestheydoandsharingwithclassmates.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Toreadtheemailandaccuratelydescribetheroom’sconditionandthedecorationplan,anddescribetheirownroomstoclassmates.Step1Lead-inGreetings.Step2Workon3aReadtheemailandfindoutwhatZhangPengaskshisfriendtodo.◎Key:Helpdecoratetheroom;MeetatthepaintshopneartheshoppingcentreonSundayandchoosethepainttogether;BringthebrushestheyusedforJohn’sroomandpainttheroomtogether;Helpchoosesomephotostohangonthewallsafterpainting.Accordingtostudents’completionof3a,evaluatetheirabilitytoextracttextinformation.

Step3Workon3bPutthethingsinordertoseehowZhangPengorganizeshisideasinwriting.◎Key:5,1,6,2,3,4Step4Workon3c1.Thinkaboutthefollowingquestions.(1)Howdoesyourroomlook(2)Doyouwanttodecorateit(3)Whowouldyouliketoaskforhelp(4)What’syourplanfortheroomWhy(5)Whatdoyouneed2.Writeanemailtoaskafriendtohelpdecorateyourroom.Belowisalistofthingsyoumayneedhelpwith.(详见课教案资源)

Accordingtostudents’completion,evaluatetheirmasteryofthetextinformation.

PurposeTohavestudentsanswerquestionsabouthomedecorationandtrytodescribetheirowndecorationintentionsinEnglish.

2.Toknowaboutchoresandreflectonresponsibilityasafamilymember.Step5ClasssurveyT:Dearstudents,let’sdoaclasssurveyandknowmoreaboutchores.1.Workon4a.Tickthechoresyoudoathome.Youcanaddmore.2.Workon4b.Askyourclassmatesthefollowingquestions.·Whatchoresdoyoudo·Howoftendoyoudochores·WhatdoyouthinkaboutdoingchoresObservewhetherstudentsaccuratelyuserelevantlanguageexpressionswhendiscussingproblems,andgraspstudents’learningandinternal-izationofkeylanguageexpressions.

PurposeToletstudentsthinkaboutthesignificanceofchoresandenablethemtounderstandthesenseofresponsibilitybehindchoresfromdifferentperspectives.

3.Tousethesimplepresenttensewhendescribingthechorestheydoandsharingwithclassmates.Step6Workon4c-4dReportyourfindingsintheclasssurveytoyourclass.Thenfindoutwhodoesthemostchoresathome.Tip:1.Showyourfindings.2.Describewhatpeoplecanlearnfromchores.3.Usethesimplepresenttense.Observestudents’performanceintheirreportsandprovidehelpandencour-agement.

PurposeToletstudentsusewhattheyhavelearnedtodothingsandconsolidatethekeyexpressionsinthisunit.

Homework1.Basichomework:Readandrememberthenewwordsandphrasesinthispart.2.Practicalhomework:TrytoretellthemainideaoftheemailwithsimpleEnglishsentences.3.Extendedhomework:SearchforsomeEnglishsayingsorshortpoemsabouthome.

TeachingReflection_______________

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1.Twoheadsarebetterthanone.三个臭皮匠,胜过一个诸葛亮。

2.It’snevertoolatetomend.亡羊补牢,犹未为晚。

3.Betterlatethannever.迟到总比不到好。

4.Manyalittlemakesamickle.积少成多。

5.Greathopesmakegreatmen.远大的理想造就伟大的人。

6.Aplantmayproducenewflowers;manisyoungbutonce.花有重开日,人无再少年。

7.Godhelpthosewhohelpthemselves.自助者,天助之。

8.Thereisnosmokewithoutfire.无风不起浪。

9.Readingmakesafullman.读书使人充实。

10.It’shardsailingwhenthereisnowind.无风难驶船。

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SectionB

导入一:问题导入

Askstudents:“Homeisaspecialplaceforeveryone.HowdoyouusuallyfeelwhenyouareathomeHappyWarmOrsomethingelseToday,let’sexplorethetopic‘Howdoyoufeelathome’together."Thisdirectlyconnectswithstudents’experiencesandarousestheirinterestinsharingtheirfeelings.

导入二:图片导入

Showstudentssomepicturesoffamilylife,suchasfamilymemberscookingtogether,chatting,orplayinggames.Say:“Lookatthesepictures.WhataretheydoingHowdoyouthinktheyfeelathomeNow,let’stalkaboutyourfeelingsathome.”Picturesareintuitiveandcanquicklydrawstudents’attention,makingthemthinkabouttheirownhomeexperiences.

导入三:故事导入

Tellashortstory:“Once,alittlegirlcamehomeafteratiringdayatschool.Assoonassheenteredthehouse,hermothergaveherabighugandaskedaboutherday.Thegirlfeltsowarmandloved.HaveyoueverhadsimilarexperiencesathomeHowdidyoufeelLet’sdiscuss‘Howdoyoufeelathome’."Storiesareengagingandhelpstudentsrelatetothetopicbyrecallingtheirownhome-relatedfeelings.

导入四:游戏导入

Playthegame“GuesstheFeelingatHome”.Describesomefeelingsathome,suchas“Youfeelcosywhenyoulieonthesofaathome"or“Youfeeljoyfulwhenyourfamilycelebrateyourbirthday”.Letstudentsguessthefeelingsandthenintroducethetopic:“Theseareallfeelingsathome.Now,let’sdeeplyexplore‘Howdoyoufeelathome’."Gamesmaketheclasslivelyandincreasestudents’participation,allowingthemtoactivelyengageinthetopic.

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’salmosttheSpringFestival.CanwegotoHainanfortheholiday,Dad"学生B(扮演爸爸):“Notthistime.We’regoingtoyourmum’shometown!”

(接着表演到达外公外婆家的场景)

学生C(扮演外公):“Letmehelpyoupulltheheavyluggageintothehouse."…

活动二:小组讨论分享

开展方式:围绕1a“Howdoeshomemakeyoufeel”,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。

Student1:Homemakesmefeelwarmbecausemyfamilycareaboutme.

Student2:Homeisarelaxingplace.IcandowhatIlike.

…

小组代表总结:Inourgroup,wethinkhomeisfullofloveandwarmth,andit’saplacewherewecanrelax…

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:Atfirst,thechildwantedtogotoHainan,butDaddecidedtogotoMum’shometown.Theytookatrainandthenabus.Whentheyarrived,Grandpaandthelittlecousinwerewaiting.GrandmaaskedGrandpatobringsnacks.Then,theyhaddinner…Finally,whenleaving,Grandmahopedtheywouldcomebackmoreoften.

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“WhenIsharesnackswithmycousinandtalktoGrandpaaboutschool,Ifeelloved.Homeiswheretheheartis."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:SectionB1b)

()1.HowdidtheygettoGrandma’svillage

A.Byplaneandthentaxi.B.Bytrainandthenbus.C.Bycaralltheway.

()2.WhatdidMumsaywhenshegothome

A.“Imisshome.”B.“Ah,homeagain!"C.“Thisisanewhome.”

()3.HowdidMumfeelwhenshesawherhometownagain

A.Nervous.

B.Happy.

C.Surprised.

()4.Whatisthemainideaofthestory

A.HowtopreparefortheSpringFestival.

B.Theimportanceofhavingdinnertogether.

C.Afamily’stripbackhomefortheSpringFestivalandtheirfeelings.

◎Key:1.B2.B3.B4.C

突破二根据短文内容,回答下列问题(教材原文:SectionB1b)

1.Whowaswaitingfortheminthecoldwind

________________

2.WhatdidGrandmaaskGrandpatobringWenwen

________________

3.WhichfamilyactivityinthestorydoyoulikebestWhy

________________

◎Key:

1.GrandpaandWenwen’slittlecousin.

2.Herfavouritesnacks.

3.Ilikethedinnerscenebestbecauseeveryonesharedhappinesstogether.Itremindsmeofmyownfamilygatherings.(答案不唯一)

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SectionA

第一课时[(1a-1d)&Pronunciation]

StudyoftheText_______________

What:Thecontentiscentredonthethemeof“HomeSweetHome"anddiscussesthingsyoucandoathomeandyourunderstandingofhome.Thephonicspartistaughtthrough“Pronunciation”,whichteachesthepronunciationofwordsrelatedtothephonemes//,//,/u/,//,//,//.

Why:Thecontentofthetextiscloselyrelatedtostudents’dailylifeandisbasedonfamilyscenes,whicharefamiliarandeasyforstudentstoempathizewith,andhelptoincreasestudents’interestandparticipationinlearning.Grammatically,expressionsofpoliterequestsarecommonlyusedindailycommunication.Throughlearningandpractising,studentsareabletomakerequestsandrespondmoreappropriatelyinactualcommunication.Phonicslearninghelpsstudentstopronouncewordsaccurately,improvefluencyandaccuracyinspeaking,andlayagoodfoundationforlisteningandoralcommunication.

How:Thecontentusesfamilylifeasacontext,presentinglearningcontentthroughpicturesanddialogues,sothatstudentscanlearnanduseEnglishinfamiliarsituations.

LearningObjectives_______________

Bytheendofthislesson,studentswillbeableto:

1.listenandmatchthepeoplewiththethingstheywilldo;

2.makepoliterequestsandaskforpermission;

3.accuratelypronouncethesixphonemesandnoticethesensegroupsandpauses.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tolistenandmatchthepeoplewiththethingstheywilldo.Step1Lead-in1.Greetings.2.Displayapicturerelatedtofamily,andguidestudentstodescribewhattheyseeinEnglishtointroducethethemeofthisunit“HomeSweetHome".Step2Workon1a1.Presentvocabularyrelatedtofamilychoresandactivitiesinthetextbook,e.g.usingwordcardsandpicturestoshow“packupthings”“sweepthefloor",etc.2.Readthephrases.Studentsfollowandimitatethepronunciation,andlistsomeotherchores.Step3Listening1.Workon1b.Listentothefirstconversation.TickthethingsthatJim’sdadaskshimtodo.◎Key:√sortthingsintoboxes√write“Jim’sbedroom”oneachbox√packuphisthings2.Workon1c.Listentothesecondconversationandmatchthepeoplewithwhattheywilldo.◎Key:1.Jim—F2.Peter—A,E3.Helen—B4.Mum—D5.Dad—C

Observestudents’perfor-manceinansweringquestionsandlearnabouttheirvocabularyforholidayactivitiesbasedontheiranswers.

Basedonthespecificwordslistedbystudents,findouttheirvocabularyabouthousework.

Accordingtostudents’completionoflisteningpractice,evaluatetheirinformationinte-grationoflistening.

PurposeThroughlisteningtraining,helpstudentstoimprovetheirlisteningcomprehensionandoralexpressionskills,andstimulatestudents’desiretosharetheirhomeactivities.

2.Tomakepoliterequestsandaskforpermission.Step4Pair-workWorkon1d.Makeaconversationwiththechoresfrom1a.e.g.A:Can/CouldyoupleasewatertheplantsB:Sure./Sorry,Ihaveto…A:Couldyouplease…B:…Observewhetherstu-dentscanmakerequestsandgivepermissioncorrectly,andgivenecessaryguidanceandfeedbackasneeded.

PurposeTogivestudentspracticeinusingthetargetlanguageinconversation.

3.Toaccuratelypronouncethesixphonemesandnoticethesensegroupsandpauses.Step5Pronunciation1.WorkonPronunciation1.(1)Presentthephonemes//,//,/u/,//,//,//andthecorrespondingexamplewords.(2)Askstudentstoaddonemorewordtoeachgroup.2.WorkonPronunciation2.Listenandread.Noticethesensegroupsandpauses.Observewhetherstu-dentscanrecognizethelettercombinationstheylearnedtodayandpro-nouncethemcorrectly.Observestudents’handlingofrhythmswhentheyreadaloudtohelpthemimprovetheiroralfluency.

PurposeStudentsareguidedthroughphonologicalknowledgeandarehelpedtomasterthecorrectpronunciationoflettercombinationsandthehandlingofrhythmsbyreadingaloud.

Homework1.Basichomework:Listenandrepeatthewordsandsentencesinthepronunciationpart.2.Practicalhomework:Talkwithyourpartneraboutthethingsyoucandoforyourhome.3.Extendedhomework:Trytomakeavlogtointroducethethingsyoudoforyourhome.

TeachingReflectio_______________

第二课时(2a-2e)

StudyoftheText_______________

What:Thisisthesecondlesson,focusingonlisteningandspeaking.Studentslearnhowafamilypreparesforgrandparentsvisitingtheirnewhome,includingchores,roomarrangements,andbuyingitems.

Why:Thelessonemphasizessharedresponsibilitiesandfamilycarethroughcollaborativepreparations.Studentslearnvocabularyforhouseholdtasksandpractisereal-lifeEnglishskillslikepolitelyaskingforhelp.Itencouragesreflectiononintergenerationalrelationships,fosteringfamilyvaluesandculturalawareness.

How:2aand2eusenaturalspokendialoguesthatmirrorrealfamilyinteractions,withsimplelanguageandclearlogic,focusingonrequests(Canyou…/Couldyou…/CanI…)andemphasizingpolitemodalverbstructures(e.g.,Canyouhelpmeputthenewclockonthewall).

LearningObjectives___________

Bytheendofthislesson,studentswillbeableto:

1.comprehendandutilizekeywordsandphrasesintheconversationcontext,enhancingvocabularyknowledge;

2.strengthenlisteningandreadingskillsthroughtaskslikefillinginblanksandansweringquestions,improvinginformationprocessingability;

3.developspeakingskillsbyrole-playingandcreatingnewconversations,promotinglanguageapplicationinreal-lifefamilyscenarios.

TeachingProcess_______________

LearningObjectivesTeachingActivitiesEffectivenessEvaluation

1.Tocomprehendandutilizekeywordsandphrasesintheconversationcontext,enhancingvocabularyknowledge.Step1Lead-in1.Greetings.2.Askstudentstolookatseveralpictures:“Icanhelp…"3.Showstudentstwopicturesandask:WhataretheydoingStep2Listening1.Listentotheconversationof2aandfillintheblanks.◎Key:getready;cleanup;putthenewclock;movethischair;putsomeflowers;flowershop2.ThinkandshareWhatcanweinferaboutthefamilyfromtheconversation◎Possiblekey:Thefamilymembersarewillingtoworktogethertomakepreparations.

Students’abilitytoextractinformationfromlisteningisevaluatedbasedontheirabilitytofillintheblanks.Open-endedquestionspromotecriticalthink-ingandculturalawarenessbylinkingupwithfamilyvalues.

PurposeToactivatestudents’backgroundknowledgethroughcontextualizedlead-inandsparkstudents’interestinthetopic.

2.Tostrengthenlisteningandreadingskillsthroughtaskslikefillinginblanksandansweringquestions,improvinginformationprocessingability.Step3Workon2bReadtheconversationandanswerthequestions.◎Key:

1.No,theydidn’t.BecausePetersaidthathecouldn’twaittoshowthemtheirnewhouse.2.ItmeansGrandmaalwaysmakestheroommuchcleaner.3.Becauseshewantstobuysomeflowersandputthembythewindow.4.Sample:Iusuallybuytheirfavouritefoodforthem.Iusually…Step4Workon2cCompletethemindmapwiththeinformationfrom2a.Addmorethingstothe“other”section.(详见课件资源)Text-basedquestionsdeepenlisteningcomprehension.

Thestructuredknow-ledgeisevaluatedfromstudents’completionofthemindmap.

PurposeTohelpstudentstoanalyzedialoguestructures,graspdetails,andinternalizethetargetlanguage.

3.Todevelopspeakingskillsbyrole-playingandcreatingnewconversations,promotinglan-guageapplicationinreal-lifefamilyscenarios.Step5Speaking1.W