人教版（2024）八年級(jí)上冊(cè)英語Unit2HomeSweetHome教案

單元教材分析

UnitThemeAnalysis（單元主題分析）

Thethemeofthisunitis“HomeSweetHome”,Throughaseriesofactivitiesand

tasks,itaimstoguidestudentstoexplorethemeaningofhome,learntodothingsfor

theirhomes,makepoliterequestsandaskforpermission,findmorewaystomake

theirhomescomfortable,anddeeplyunderstandtheconnotationofhome.Students

willsharehome-relatedexperiencesandrecognizetheimportanceofhomeinlife.

OverviewofUnitEmphasisandDifficulties（單元重難點(diǎn)一覽）

1.Masterthevocabularyandsentencepatternsrelatedtohome,

suchaswordsforhouseholdchores,expressionsforpoliterequests

andaskingforpermission.

KeyPoints2.Conectlyuse"can"and"could“forpoliterequestsandasking

forpermission.

3.Describewhattheydofortheirhomesandtheirfeelingsabout

homeinEnglish.

1.Accuratelyuse“can”and“could“forpoliteexpressionsin

real-lifesituations.

2.Organizethoughtsandcoherentlydescribemethodstomakea

KeyDifficulties

homecomfortableandthemeaningofhome.

3.Understandanduseabstractconceptsandemotionalexpressions

relatedtohome.

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單元學(xué)情分析及教學(xué)建議

LearningSituationAnalysis（學(xué)情分析）

1.Studentshaveacertainlife-basedunderstandingofhome,buttheirabilityto

accuratelyexpresshome-relatedaffairsandemotionsinEnglishislimited.

2.Theusageof"can"and"could”fbrpoliterequestsandaskingforpermission

maybedifficultforstudents,andtheyneedalotofpractice.

3.Whendescribingabstractcontentssuchasthemeaningofhome,somestudents

mayhavedifficultyinorganizingthoughtsandlanguageexpressions.

4.Studentsmaystrugglewithcultural-specificvocabularyrelatedtofamily

traditions,suchas“SpringFestivalreunion“，“hometownvillage",or"Grandma's

cooking"，whichrequirecontextualexplanation.

5.Manystudentsmaylackstrategiestostructurenarrativesabouthome,suchas

usingtimelinewords（first,thenandfinally）toorganizeeventsinstorieslike“Going

HomefortheSpringFestival”.

TeachingSuggestions（教學(xué)建議）

1.Usemultimediaresourceslikepicturesandvideostoshowdifferenthome

scenesandhouseholdactivities,makingteachingmorevividandinteresting,and

stimulatingstudents'interest.

2.Adopttask-basedandcooperativelearningmethods.

3.Providewritingtemplatesandexamplesforwritingtasks.Increasestudents'

writingpracticeopportunitiesandgivetimelyfeedback.

4.Payattentiontoindividualdifferencesamongstudents,providedifferentlevels

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oftasksandguidancetomeettheneedsofdifferentstudents.

5.Incorporatecross-culturalcomparisonactivities,suchasdiscussingdifferences

betweenhomedecorationsindifferentcountries,toexpandvocabularyanddeepen

understandingofhomeasauniversaltheme.

6.Designgrammargamesusingphrasesfromthetextbook（e.g.Couldyouplease

watertheplants?）,makingpracticeinteractiveandengaging.

單元整體目標(biāo)

1.Masterthevocabularyandsentencepatternsrelatedto

home,aswellastheusageof"can"and"could“forpoliterequests

andaskingforpermission.

2.Understandhome-relatedconversationsandtextsthrough

Language

listeningandreading.

Proficiency

3.Fluentlytalkaboutwhattheydofortheirhomes,makepolite

（語言能力）

requestsandaskforpermission.

4.Writeshortpassagesabouthomewithcorrectgrammarand

vocabulary,suchasdescribinghomearrangementsforwelcoming

guests.

1.Understandtheconceptofhomeandfamilyvaluesindifferent

Cultural

cultures.

Awareness

2.Respectandappreciatetheeffortsoffamilymembersin

（文化意識(shí)）

creatingawarmhome.

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第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

TeachingProcedures（教學(xué)過程）

Activity1Warmingupandrevision（感知與注意）

T:Class,whatcomestoyourmindwhenyouthinkofhome?

Ss:Family,warmth,comfort,?,

T:Great!Now,turntoyourdeskmateandshare:Whatchoresdoyoudoathome?

Haveyoueverdonesomethingspecialforyourhome?

設(shè)計(jì)意圖：通過展示標(biāo)題和圖片，引發(fā)學(xué)生對(duì)家的思考，激活已有知識(shí)，激

發(fā)對(duì)本單元話題的興趣。

Activity2Presentation（獲取與梳理）

T:Let'sstartwithla.Tickthechoresyou'vedoneathome.Thensharewithyour

partne匚

（Studentstickandshare.）

T:Now,let*slearnthewordsinla.

設(shè)計(jì)意圖：通過勾選家務(wù)活動(dòng)，復(fù)習(xí)和鞏固相關(guān)詞匯，為后續(xù)語言輸出做準(zhǔn)

備。

Activity3Listening（獲取與梳理）

T:Listentotheconversationinlb.Beforelistening,lookatthequestionsonthe

screenandpredicttheanswers.

{ShowquestionslikeuWhatchorescloesJim'sdadaskhimtodo?”anduWhy^”on

thescreen,Studentspredictinpairs.）

T:Now,listencarefullyandtickthethingsthatJim'sdadaskshimtodo.

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(Playtherecording.Studentslistenandmatch.)

T：Let'scheck.

設(shè)計(jì)意圖：通過聽力練習(xí)，訓(xùn)練學(xué)生獲取關(guān)鍵信息的能力，提高聽力理解水

平。

Activity4Listening(獲取與梳理)

T:Listentotheconversationin1candmatchthepeoplewithwhattheywilldo.

(Playtherecording.Studentslistenandmatch.)

T:Let*scheck.Explainyourchoices.

設(shè)計(jì)意圖：進(jìn)一步提升聽力理解能力，學(xué)會(huì)在聽力中匹配信息，加深對(duì)對(duì)話

內(nèi)容的理解。

Activity5Practice(概括與整合)

T:Workon1d.Talkwithyourpartneraboutthechoresyoudoathome.Use

”-Can/Couldyouplease…？一Sure./Sorry,Ihaveto…”

(Studentstalkinpairs.Theteachenvcilksaroundandoffershelp.)

T:Let*shaveauchore-sharingfair”.Eachpairsharesbriefly.Otherscanask

follow-upquestions.

(Eachpairshares.OthersaskquestionslikeuHowoftendoyoudoit^”?)

T:Afterallshares,voteforthemosthelpful"homehelper"pair.

設(shè)計(jì)意圖：讓學(xué)生運(yùn)用所學(xué)進(jìn)行口語交流，實(shí)現(xiàn)知識(shí)輸出，提高口語表達(dá)能

力?！奔覄?wù)分享會(huì)”增強(qiáng)互動(dòng)與合作，了解不同家務(wù)情況。

Activity6Pronunciation(歸納與應(yīng)用)

T:Let'sworkonPronunciation1.Listenandrepeat.Focusonthevowelsounds.

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Then,I'lldivideyouintogroups.Eachgroupfindsthewordswiththesamevowel

soundin3minutes.Thegroupwiththemostwordswins.

設(shè)計(jì)意圖：通過聽讀和小組競(jìng)賽，幫助學(xué)生歸納元音發(fā)音規(guī)則，培養(yǎng)語音

意識(shí)，提高發(fā)音準(zhǔn)確性。

Activity7Listenandrepeat（歸納與應(yīng)用）

T:ListentothesentencesinPronunciation2.Noticethesensegroupsandpauses,

andreadthemaloudwiththecorrectintonation.

設(shè)計(jì)意圖：幫助學(xué)生注意句子的意群和停頓，幫助他們培養(yǎng)自然的說話節(jié)奏

和語調(diào)。

Activity8Homework（課后作業(yè)）

Writeashortdialogueaboutassigningchoresathome,usingthewordsand

sentenceslearnedtoday.

BlackboardDesign（板書設(shè)計(jì)）

第一課時(shí)SectionA[（la—ld）&Pronunciation1—2]

Keywords:packupthings,sweepthefloor,cleanthe

bathroom,?,

Keysentencepatterns:—Can/Couldyouplease…？

—Sure./Sorry,Ihaveto…

Pronunciation:Vowelsounds:/□：/,/D/?/U：/,/U/,/a：/,/A/

TeachingReflection（教學(xué)反思）

Duringthelesson,studentparticipationandunderstandingwereclosely

monitored.Somestudentsfaceddifficultiesinorallydescribinghouseholdchores;

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providingmoresentenceexamplesandframeworkswouldhelp.Inpronunciation

practice,ensuringindividualattentioniskey.Bytheendofthelesson,studentsshould

brieflydiscusschoresandgraspbasicvocabularyandpronunciationrules.Future

lessonscouldincorporatemorereal-lifeexamplesandinteractivegamestoboost

engagement.

第二課時(shí)SectionA（2a—2e）

TeachingProcedures（教學(xué)過程）

Activity1Warmingup（感知與注意）

T:Class,lookatthepicturesontheboard.Theyshowacleanroom,aclockand

flowers.Whatdotheseitemshaveincommon?

Ss:Preparingforguests!

T:Great!Todaywe'lllearnhowtogetreadyforvisitors.Turntoyourpartnerand

discuss:Haveyoueverhelpedprepareyourhomeforguests?Whatdidyoudo?

設(shè)計(jì)意圖：通過圖片和提問激活學(xué)生關(guān)于“準(zhǔn)備迎接客人”的生活經(jīng)驗(yàn)，引

發(fā)興趣，為本課時(shí)話題做鋪墊。

Activity2Listening（獲取與梳理）

T:Lookat2a.Thereareblanksinthesentences.Listentotheconversationand

fillintheblanks.

設(shè)計(jì)意圖：通過聽力獲取具體準(zhǔn)備任務(wù)，訓(xùn)練細(xì)節(jié)捕捉能力，熟悉目標(biāo)詞匯。

Activity3Reading（獲取與梳理）

T:Readtheconversation.Answerthequestionsin2b.

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(Studentsworkinpairs.)

設(shè)計(jì)意圖：通過閱讀理解，培養(yǎng)信息提取和整理能力，加深對(duì)為迎接客人準(zhǔn)

備家的相關(guān)信息的了解。

Activity4Reading(獲取與梳理)

T:Nowcompletethemindmapin2cwiththeinformationfrom2aand2b.

設(shè)計(jì)意圖：用思維導(dǎo)圖整合聽力信息和閱讀細(xì)節(jié)，培養(yǎng)“從聽力和閱讀中提

取、分類信息”的能力。

Activity5Languagepratice(內(nèi)化與運(yùn)用)

T:Listentotheconversationagainandrepeataftertherecording.Payattentionto

thepronunciationandintonation.

(Studentsreadandrepeat.)

T:Welldone!Now,workinpairs.Taketurnstorole-playtheconversation.Tryto

actitoutnaturally.

設(shè)計(jì)意圖：通過跟讀和角色扮演，讓學(xué)生在實(shí)踐中運(yùn)用所學(xué)語言知識(shí)，模仿

語音語調(diào)，提高口語表達(dá)的準(zhǔn)確性和流利度，增強(qiáng)語言運(yùn)用能力和語感。

Activity6Groupwork(想象與創(chuàng)造)

T:Lookat2e.Peterispreparingforhisfriend'svisit.Ingroups,makeup

conversationsbetweenPeterandhisfamily.Eachgroup(3-4students)createsa2-3

minutedialogueusingatleast2phrasesfromthebox.Usepolitelanguage(Could

you…？Can1?,??).

(Modeladialogue,usingthesampleinleasastart^)

T:Now,somegroupsshareyourconversations.Otherslistenandevaluateusing

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thisrubric：

?Phrasesused(2+fromthebox).

?Politelanguage(correctrequests).

?Creativity(uniqueideas).

設(shè)計(jì)意圖：將“長(zhǎng)輩來訪準(zhǔn)備”情境遷移到“朋友聚會(huì)”場(chǎng)景，靈活運(yùn)用

“請(qǐng)求”句型，培養(yǎng)語言創(chuàng)新能力。

Activity7Homework(課后作業(yè))

Takeaphotoofyourhomeandwriteadescriptionofhowyou'dprepareitfor

guests.ShareontheEnglish-learningplatformandcommentonothers'.

BlackboardDesign(板書設(shè)計(jì))

第二課時(shí)SectionA(2a—2e)

Keywords:arrival,plan,add,treasure,

lift-

Keysentencepatterns:Couldyou

please---?Can

Usefulexpressions:makethebed,cleanup,

hangup---

TeachingReflection(教學(xué)反思)

Studentsactivelyparticipatedinactivities,butsomestruggledwithpronunciation

andintonationduringrole-plays.Individualizedguidanceisneededinfutureclasses.

Forwritingtasks,offeringtipsonparagraphstructureandlinkingwordswould

improveperformance.Students'oralandwritingskillsindescribinghome

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preparationswereenhanced,withdeeperunderstandingofguest-relatedtasks.Adding

real-lifescenariosandculturalelementscouldincreaserelevance.

第三課時(shí)SectionA(GrammarFocus3a—3c)

TeachingProcedures(教學(xué)過程)

Activity1Presentation(獲取與梳理)

T:Workon3a.Readthequestionsandanswers.Noticehow“can"and“could”

areusedforrequests(R)(askingotherstodosth.)orpermission(P)(askingtodosth.

yourself).LabeleachquestionwithRorP.

設(shè)計(jì)意圖：通過文本分析，讓學(xué)生初步認(rèn)識(shí)語法形式，建立“請(qǐng)求與許可”

的語法概念，為后續(xù)應(yīng)用奠基。

Activity2Practice(概括與整合)

T:Now,lookat3b.Thereareconversationswithmissingquestions.Choosethe

bestquestion(A一D)tocompleteeachconversation.Usetherepliesasclues.

(Studentssolveeachconversationonebyone,

andthendiscusstheirchoicesmgroups.Theteacherguidesthestudentstoseehowthecontexth

elpsthemdecidewhetherit'sarequestorpermissionquestion.)

設(shè)計(jì)意圖：讓學(xué)生在情境中運(yùn)用“can”和“could”，鞏固語法知識(shí)，提高語言

運(yùn)用能力。

Activity3Practice(概括與整合)

T:Letsmoveonto3c.Therearefourreal-lifesettings.Makeupconversations

fbreach,settingusing"can"or"could”.

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（Studentsworkinpairstorole-playallfaursettings.）

設(shè)計(jì)意圖：通過生活化場(chǎng)景，讓學(xué)生在實(shí)際互動(dòng)中運(yùn)用所學(xué)的語法知識(shí)，提

高口語表達(dá)的自然性和實(shí)用性，實(shí)現(xiàn)語言的遷移運(yùn)用，增強(qiáng)他們的交際能力。

Activity4Homework（課后作業(yè)）

Writeadialogueusingatleastthree"can"or"could“requestsandresponses.

BlackboardDesign（板書設(shè)計(jì)）

第三課時(shí)SectionA（GrammarFocus3a—3c）

Keygrammar:"can”and“could“forrequestsand

permission

Sentenceexamples:CanIuseyourcomputer?Couldyou

helpmewiththedishes?

Usagenotes:politedegrees,whentouseeach

TeachingReflection（教學(xué)反思）

Studentsengagedactively,buterrorsinusing“can”or“could“incomplex

sentencespersisted.Moreexercisesfocusingoncontextualdifferencesbetween“can”

and“could“arenccessaiyBytheendofthelesson,studentsshouldbetterapply"can”

or“could"politely.Usinginteractivegamesandreal-lifecontextscanmakegrammar

learningmoredynamic.

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第四課時(shí)SectionB（la—le）

TeachingProcedures（教學(xué)過程）

Activity1Warmingup（感知與注意）

T:Lookatthequestion“Howdoeshomemakeyoufeel?”.Shareyour

thoughtswithyourpartner.Forexample,youcansayhomemakesyoufeelwarmor

loved.

{Studentsdiscussinpairscmdsharetheirfeelmgsabouthome^

T:Now,wearegoingtoreadastoryaboutgoinghomefortheSpringFestival.

Let'sgetreadytoexplorethefeelingsandexperiencesinthestory.

設(shè)計(jì)意圖：通過話題討論，激發(fā)學(xué)生對(duì)家的情感表達(dá)，為接下來閱讀故事營(yíng)

造情感氛圍，做好主題鋪墊。

Activity2Reading（獲取與梳理）

T:Readthestory“GoingHomefortheSpringFestival”in1b.Thenanswerthe

followingquestions：

WheredidthewritergofortheSpringFestival?

What'sthenameofthewriter?

Inthetext,whatwordsareusedtodescribepeople'sfeelings?

（Studentsreadthesto）ycarefuIly,findtheanswers,andthencheckzuiththeirpartners^

設(shè)計(jì)意圖：通過定向閱讀任務(wù)，訓(xùn)練學(xué)生快速提取關(guān)鍵信息（地點(diǎn)、情感），

理解故事的核心內(nèi)容（春節(jié)回家的經(jīng)歷與情感），為后續(xù)分析家庭互動(dòng)做準(zhǔn)備。

Activity3Practice（概括與整合）

T:Turntolc.Completethesentencestoseewhateachfamilymemberdidto

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makethehomefulloflove.

(Stiidentsworkindividually,andthenpeer-review.)

T:Discusswithyourpartner:Howdotheseactionsshowloveathome?(e.g.

Grandpa'swaiting->care;familycookingtogether-*togetherness)

{Encouragestudentstofindmoreexamplesfromthetext?)

設(shè)計(jì)意圖：通過細(xì)節(jié)提取，讓學(xué)生理解家庭成員的具體行為如何構(gòu)建“充滿

愛的家”，培養(yǎng)文本分析能力，深化對(duì)家的情感理解。

Activity4Groupwork(內(nèi)化與運(yùn)用)

T:Workingroups.Discussthequestionsbelow：Whydoyouthinkthefamily

spenttheSpringFestivalatthevillage?Whatdoyouthinkaboutthewriter'sfamily

members?

(Studentsdiscussingroups.)

T:Okay,time'sup.Let'sinvitesomegroupstoshareyourdiscussionresults.The

restofyou,listencarefullyandyoucanaskquestionsormakecomments.

設(shè)計(jì)意圖：培養(yǎng)學(xué)生口頭溝通能力，通過小組合作討論加深對(duì)文章內(nèi)容和主

題意義的理解，鼓勵(lì)他們表達(dá)自己的觀點(diǎn)，并從他人的視角中學(xué)習(xí)。

Activity5Writing(想象與創(chuàng)造)

T:Readthepoemandopinions.Let*screateourown“HomeManifesto^.Usethe

elementsinthestory(e.g.familyactions,hometown,familiartaste)andyourownlife.

(Studentswriteindiviclually,andthenshareinpairs.

Theteacherselectsstudentstopresenttheirmanifestostotheclass^

設(shè)計(jì)意圖：通過創(chuàng)意寫作，讓學(xué)生將閱讀感悟轉(zhuǎn)化為個(gè)性化表達(dá)，提升語言

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運(yùn)用能力，強(qiáng)化對(duì)“家”的主題理解，實(shí)現(xiàn)從輸入（閱讀故事）到輸出（創(chuàng)作表達(dá)）

的轉(zhuǎn)化。

Activity5Homework（課后作業(yè)）

Interviewafamilymemberaboutwhathomemeanstohimorher.Writeashort

report.

BlackboardDesign（板書設(shè)計(jì)）

第四課時(shí)SectionB（la—le）

Keyplaces:hometown,village

Keyevents:travelinghome,familyreunion,

sharingmeals

Feelingsandthoughts:warm,nostalgic,

senseofbelonging,themeaningofhome

Sentenceexamples：

Homeis---

Itsmellslike,,,（Grandma'scooking）

Itsoundslike…（Dad'slaughter）

Itfeelslike…（warmhugs）

TeachingReflection（教學(xué)反思）

Studentsshowedengagementduringreadinganddiscussionactivities,butsome

struggledtoarticulatetheirperspectivesclearlyinthediscussion.Providingmore

topic-specificlanguageframeswouldsupportbetterexpression.Whilethesummary

writingtaskhelpedreinforcecomprehension,somestudentsneededguidanceon

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balancingdetailandconciseness.

第五課時(shí)SectionB（2a一3c）

TeachingProcedures（教學(xué)過程）

Part1VocabularyinUse

Activity1Vocabularypresentation（獲取與梳理）

T:Class,let'sbeginwith2a.It'savocabularypuzzle.Thecluesarelikelittlehints

tohelpyoufindthenewwordsinthisunit.Forinstance,thefirstclueistolookfor

something.Thinkaboutwhatworditmightbe.

設(shè)計(jì)意圖：以拼圖游戲形式激發(fā)學(xué)習(xí)興趣，通過視覺和邏輯推理，幫助學(xué)生

初步感知單元新詞匯，為后續(xù)任務(wù)奠定基礎(chǔ)。游戲化學(xué)習(xí)符合初中生認(rèn)知特點(diǎn)，

提升詞匯記憶效率。

Activity2Vocabularypractice（概括與整合）

T:Workonthevocabularyexercisesin2band2c.In2b,matchthewordsin

columnAwiththoseincolumnB.Andthen,fillintheblanksinthesentenceswiththe

rightwords.For2c,completetheletterwiththewordsinthebox.

設(shè)計(jì)意圖：通過練習(xí)，鞏固學(xué)生對(duì)新學(xué)詞匯和短語的掌握，提高運(yùn)用能力，

檢驗(yàn)學(xué)生對(duì)詞匯的理解和記憶情況。

Part2ReadingforWriting

Activity1Readingandcomprehension（感知與，主意）

T:Now,let'sreadthepassagein3aaboutZhangPeng'splantodecoratehisroom.

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Whilereading,underlinethethingsheaskshisfriendtodo.

設(shè)計(jì)意圖：通過閱讀，讓學(xué)生熟悉文章內(nèi)容和結(jié)構(gòu)，感知語言表達(dá)，為寫作

做鋪墊。

Activity2Practice（獲取與梳理）

T:Lookat3b.WeneedtoputthethingsinordertoseehowZhangPeng

organizeshisideasinwriting.

Activity3Writingpractice（想象與創(chuàng)造）

T:Now,let'swriteanemailtoafriend.Wewillusethestructurefrom3b（logical

orderofdescribing,planning,andrequesting）andthevocabularyfromboth3a（such

as“painf'and"hang"）and3c（suchas“buysomeflowers^^and“makeaposter"）.

設(shè)計(jì)意圖：應(yīng)用3a的請(qǐng)求表達(dá)和3b的結(jié)構(gòu)邏輯，創(chuàng)作個(gè)性化郵件，將閱

讀輸入轉(zhuǎn)化為寫作輸出，提升實(shí)際交際能力。

Activity4Homework（課后作業(yè)）

Writeashortpassagetoshowushowyouwanttodecorateyourroomandshare

itwithyourclassmates.Afterthat,drawapictureaboutyourdreaminghouse.

BlackboardDesign（板書設(shè)計(jì)）

第五課時(shí)SectionB（2a一3c）

EmailStructure

Subject:RoomDecorationHelp

Body：

?Description:Myroomneeds***

?Plan:Let*smeetat…on---.

第17頁(yè)共20頁(yè)

?Requests:Canyou…？

Closing:Bestwishes,[Yourname]

TeachingReflection（教學(xué)反思）

Vocabularyactivities,suchasthegroupskits,effectivelyengagedstudents,but

somestruggledtoapplynewwordsinwriting.Incorporatingsentence-levelpractice

beforethewritingtaskwouldimproveretention.WhilethestructureanalysisofZhang

Peng'semailwashelpful,fewerstudentsparticipatedinthecomparisonwithdiary

entries,indicatinganeedformorescaffolding.

第六課時(shí)SectionB（Project&Reflecting）

TeachingProcedures（教學(xué)過程）

Activity1Choreself?assessment（感知與注意）

T:Goodmorning,class!Tickthechoresyoudoathome.Youcanalsoaddyour

own.Forexample,ifyouwatertheplants,writeitinthe"other”column.

{Studentschecktheirdailychores^）

T:Shareyourlistwithyourpartner.Comparewhodoesmorechoresathome.

設(shè)計(jì)意圖：激活學(xué)生做家務(wù)的生活經(jīng)驗(yàn)，讓項(xiàng)目學(xué)習(xí)貼近日常，為調(diào)查任務(wù)

做鋪墊，增強(qiáng)學(xué)習(xí)的現(xiàn)實(shí)感。

Activity2Classsurvey（獲取與梳理）

T:Designasurveycardwiththethreequestions：

Whatchoresdoyoudo?

Howoftendoyoudochores?

第18頁(yè)共20頁(yè)

Whatdoyouthinkabout