第第頁人教PEP版（2024）英語四年級上冊全冊教案（單元教學(xué)設(shè)計）Unit1HelpingathomePartALet’stalkSubject（科目）EnglishGrade（年級）fourTeacher（教師）Miss.LiPeriod（課時）1Topic（課題）Unit1HelpingathomePartALet’stalkType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonrevolvesaroundthethemeofhelpingathome,focusingondialogueswherechildrentalkabouttheirabilitytodochores.Keysentencesinclude"Whatcanyoudo?"andresponseslike"Icancleanmyroom/sweepthefloor/washthedishes,"withvocabularyrelatedtodailyhouseholdtasks.How:Theteachingadoptsastep-by-stepapproach:first,playthe"Let'stalk"dialoguetoletstudentsperceivethecontext;then,explainkeysentencesanddemonstratewithactions;finally,throughpairpracticeandgamestoconsolidatethelearningcontent.Why:Itaimstodevelopstudents'abilitytocommunicateinEnglishabouthouseholdchores,helpthemunderstandtheimportanceofbeinghelpfulathome,andlayafoundationforusingEnglishinreal-lifescenarios.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Understandandcorrectlyusethekeysentences"Whatcanyoudo?"and"Ican..."totalkabouthouseholdchores.2.

Masterverbsrelatedtochoressuchasclean,sweep,washandusetheminsentences.3.

CultivatetheawarenessofhelpingfamilymembersathomeandbewillingtocommunicateinEnglish.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learnandusethekeysentencestoaskandanswerabouthouseholdchores.Difficultpoint：Flexiblyusedifferentverbsin"Ican..."toexpressvariouschores.Teachingaids（教學(xué)準(zhǔn)備）1.

Picturesofchildrendoingdifferentchores(cleaningtheroom,sweepingthefloor,etc.)2.

Audiorecordingofthe"Let'stalk"dialogueandamultimediaplayerTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Singasongaboutjobstogether.(Themelodyislikethechildren'ssong“TheSunShinesBrightly”)Aftersinging,ask:“Boysandgirls,whatdidyouhearinthesong?Yes,‘teacher’and‘doctor’.Thissongisaboutjobs.Now,let’stalk.Isyourfatheradoctor?What’syourmother’sjob?Let'sstartourtopicaboutfamilyjobs.”Presentation（呈現(xiàn)）First,ask:“Doyouhaveafamilyphoto?”Letstudentstakeoutphotos.Pointtoaphotoandask:“Isthisyourfather/mother?”Guidestudentstoanswerwith“Yes,itis/No,itisn't.”Writeandreadthesentence:A:Isthisyour...?B:Yes，itis/No，itisn't.Then,introduce:“Afterknowingtheperson,talkaboutthejob.”Writeandread:What'syourfather'sjob?(Explainthepossessive“father's”)Teach“He'sateacher.”Usegesturestoteachmorejobwordslike“PEteacher,doctor”.Pairwork:A:What'syour...'sjob?B:He's/She’sa...3.Teacher:“ChenJiehasabigfamilytoo.Let'swatchthevideoandtrytofind：Whoaretheytalkingabout?What'sthejob?”Q1:WhoisChenJietalkingabout?Q2:What'sherfather’sjob？Q3:Whatabouthermother’sjob?4.Roleplay：Teacher:“Let'sactoutthedialogue!I'llbeChenJie.Whowantstobeherfriend?Practice（操練）

GuessthejobDoactionsofdifferentjobsandletstudentsguess.

DrawandsayHavestudentstakeout“Drawandsay”cards.Makenewdialogues.eg:A:What'syourmother'sjob?B:She'sateacher.”Consolidation（鞏固）Teacher:Today,welearnedhowtotalkaboutourparents'jobs!Let'sreadthekeysentencesontheblackboardtogether.”Remember,everyjobinourfamilyisspecial.Let'srespectourparentsandtheirjobs.Afterclass,askyourparentsabouttheirjobsandsharewithusnexttime!Homework（作業(yè)）Level1(Basic)Listentothe"Let'stalk"dialogueandrepeatit3times.Level2(Intermediate)HaveashorttalkwithyourparentsaboutwhatyoucandoathomeinEnglish.Level3(Advanced)Write3sentencesaboutthechoresyoucandotohelpyourfamily.Blackboarddesign（板書設(shè)計）Reflection（教后反思）Moststudentswereenthusiasticaboutthetopicofhelpingathome,asitiscloselyrelatedtotheirdailylife.Theycouldfollowtheteacher'sguidancetolistentothedialogueandpracticeinpairsactively.However,somestudentsstillstruggledtouseavarietyofverbsin"Ican..."sentences,oftenrepeatingthesameoneslike"clean"and"sweep".Inaddition,afewstudentshaddifficultypronouncingsomeverbscorrectly,suchas"wash"and"cook".Inthenextlesson,Iwilldesignmoretargetedpracticeactivitiestohelpstudentsmasterdifferentverbsandimprovetheirpronunciation.Iwillalsopreparemorevisualaidstomaketheverbsmoreconcreteandunderstandable.

Unit1HelpingathomePartALet’slearnSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）2Topic（課題）Unit1HelpingathomePartALet’slearnType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessoncentersonvocabularyforfamilymembers'occupations,includingfarmer,nurse,doctor,officeworker,andfactoryworker.Itfocusesonthesentencepattern"What'syourfather'sjob?"andresponseslike"He'safactoryworker"todescribepeople'sjobsinEnglish.How:Thelessonusesflashcardswithpicturestointroducejobwords,audiorecordingsforpronunciationpractice,andpairconversationstoapplythevocabulary.Matchinggamesandrole-playsareusedtoreinforceunderstandingandusageofbothwordsandsentences.Why:Itaimstohelpstudentsaccuratelydescribefamilymembers'jobsinEnglish,understandthediversityofoccupations,andlaythefoundationfordiscussingfamilyandsocietyindailycommunication.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Masterjob-relatedwords:farmer,nurse,doctor,officeworker,factoryworker.2.

Use"What'syour...'sjob?"toaskaboutoccupationsandrespondwith"He/She'sa...".3.

Bewillingtoshareinformationaboutfamilymembers'jobsinEnglish.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learnjobvocabularyandusethetargetsentencepatterncorrectly.Difficultpoint：Distinguishbetween"He's"and"She's"whentalkingaboutdifferentgenders.Teachingaids（教學(xué)準(zhǔn)備）1.

Flashcardswithjobpicturesandwords(e.g.,farmer,nurse)2.

Audioclipsofjobwordsandsampledialogues.Teachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"Welearnedtotalkabouthelpingathomelasttime.Today,let'sfindoutwhatourfamilymembersdoforwork."Showapictureofadoctortreatingapatientandask,"Whatdoesthispersondo?"Letstudentsguess,thenintroducethetopic:"We'lllearnthesejobsinEnglishtoday."Presentation（呈現(xiàn)）Showthe"farmer"flashcard,saythewordslowly,andexplain,"Afarmerworksonafarm,growingcropsandraisinganimals."Dothesameforotherjobs:"Anurseworksinahospital,takingcareofsickpeople";"Adoctorhelpspeoplegetwell";"Anofficeworkerworksinanoffice,usingcomputers";"Afactoryworkermakesthingsinafactory."Playtheaudioofeachword,pausingtoletstudentsrepeat.Thenwrite"What'syourfather'sjob?"and"He'safactoryworker"ontheboard.Explainthatweuse"He's"formalesand"She's"forfemales.Demonstratewithexamples:"Mymotherisateacher.What'syourmother'sjob?"Invitestudentstoanswer,correctingpronunciationandsentencestructureasneeded.Practice（操練）Pairwork:Studentsworkinpairs.Oneasks,"What'syourfather'sjob?"or"What'syourmother'sjob?"Theotherrespondswith"He'sa..."or"She'sa...",usingthejobwords.Walkaroundtoassist,remindingstudentstousethecorrectpronoun(He/She)basedongender.Consolidation（鞏固）Play"JobCharadesandGuess":Prepareasetofjobcards(farmer,nurse,etc.)anddividetheclassintotwoteams.Onestudentfromateampicksacard,goestothefront,andactsoutthejob—forexample,mimingplantingcropsfor"farmer"ortakingapatient'stemperaturefor"nurse."Theteamhas30secondstoguessthejob.Iftheyguesscorrectly,theysaythefullsentence:"He/She'sa...".Ifnot,theotherteamgetsachance.Keepscoretomakeitcompetitive,andencourageallstudentstoshoutouttheirguesses.Thisactivitynotonlyreinforcesjobwordsbutalsopracticesusingthetargetsentencesinafunway.Homework（作業(yè)）Level1(Basic)Readthejobwordsaloud5timesandcopythemtwice.Level2(Intermediate)Ask2familymembersabouttheirjobsandreportinEnglish.Level3(Advanced)Write2sentencesaboutyourparents'jobs,e.g.,"Mydadisadoctor."Blackboarddesign（板書設(shè)計）Reflection（教后反思）Moststudentswereengagedwiththejob-themedactivities,especiallythecharadesgame,whichmadelearninginteractive.Theycouldrecognizeandsaythejobwordscorrectly,butsomestruggledwithlongertermslike"officeworker"and"factoryworker,"oftenmixingupthetwo.Therewasalsoconfusionbetween"He's"and"She's"whenrespondingquickly,showingthatgender-specificpronounpracticeneedsmoreemphasis.Inthenextlesson,I'lldesigndrillsfocusingonpronounusageandbreakdownlongerwordsintosyllablestoaidmemory.Addingmorereal-lifephotosofpeopleatworkmightalsohelpstudentsconnectwordstoactualjobsbetter.

Unit1HelpingathomePartALet’sspellSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）3Topic（課題）Unit1HelpingathomePartALet’sspellType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthepronunciationruleoftheletter"ea"inwordsrelatedtohouseholdchores,suchas"clean","sweep",and"read".Itteachesstudentstorecognizeandspellwordswith"ea"thatmakethelong/i?/soundthroughlistening,repetition,andspellingpractice.How:Usingaudioclipsofwordpronunciations,lettercards,andspellinggames,studentsfirstlistentothesoundof"ea",thenpracticeblendingletterstoformwords,andfinallyapplytheruleinspellingtasks.Chantinganddictationactivitiesreinforcethelearning.Why:Masteringthe"ea"pronunciationrulehelpsstudentsspellandreadrelatedwordsmoreaccurately,improvingtheirphonicsskillsandlayingafoundationforindependentwordrecognitioninfutureEnglishlearning.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Recognizethe"ea"lettercombinationanditslong/i?/soundinwordslike"clean"and"sweep".2.

Spellwordswith"ea"correctlybyapplyingthepronunciationrule.3.

Participateactivelyinphonicsgamesandchantingactivities.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Masterthe"ea"pronunciationruleandspellrelatedwords.Difficultpoint：Distinguish"ea"fromotherlettercombinationswithsimilarsounds.Teachingaids（教學(xué)準(zhǔn)備）1.

Lettercardsfor"e","a"andwordcardswith"ea"(clean,sweep,etc.)2.

AudiorecordingsofwordpronunciationsandaphonicschantTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"Lastclass,welearnedwordsaboutchores.Today,let'sfindaspecialsoundinsomeofthem."Write"clean"and"sweep"ontheboard,underline"ea",andask,"What'sthesamehere?"Guidethemtonoticethelettercombination,thenintroduce:"We'lllearnhow'ea'soundsandhowtospellsuchwords."Presentation（呈現(xiàn)）Playtheaudioof"clean","sweep",and"read"pronunciation.Askstudentstolistencarefullyandrepeat,focusingonthe/i?/sound.Holdup"e"and"a"cards,combinethemtoform"ea",andexplain:"When'e'and'a'standtogether,theyoftenmakethelong/i?/sound."Writethewordsontheboard,underline"ea",andpracticeblending:"c-l-e-a-n,clean".Playthephonicschant,whichrepeatswordswith"ea"toarhythm,andletstudentschantalong.Then,showapictureofsweeping,ask"What'sthis?"andguidethemtospell"sweep"bysoundingouteachletter.Practice（操練）Pairwork:Onestudentsaysawordwith"ea"(e.g.,"read"),theotherspellsitaloud.Thenswitchroles.Usewordcardsashintsifneeded.Walkaroundtocheck,correctingspellingmistakesandremindingstudentsofthe"ea"sound.Consolidation（鞏固）Organizea"SpellandRace"game:Dividetheclassintoteams.Calloutawordwith"ea"(e.g.,"clean"),andteamsracetowriteitontheboard.Thefirstteamwiththecorrectspellinggetsapoint.Afterseveralrounds,addachallenge:sayasentencelike"Icansweepthefloor"andaskteamstocirclethewordwith"ea".Thismixesspellingpracticewithwordrecognitionincontext.Homework（作業(yè)）Level1(Basic)Readthe"ea"words5timesandcopythem3times.Level2(Intermediate)Listentothephonicschantandchantalongtwice.Level3(Advanced)Write3sentencesusing"ea"words(clean,sweep,read).Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswereexcitedaboutthephonicsgames,whichmadethelessonlively.Mostcouldrecognizethe"ea"soundandspellbasicwordslike"clean".However,someconfused"ea"with"ee"(e.g.,writing"sweep"as"sweep"correctlybut"meet"as"meat"bymistake).Thechanthelpedwithpronunciation,butafewstruggledtokeepupwiththerhythm.Inthenextlesson,I'llcompare"ea"and"ee"withmoreexamplesandslowdownthechantforpractice.Addingpicture-basedspellingtasksmightalsoreinforcetheconnectionbetweenwordsandmeanings.

Unit1HelpingathomePartBLet’stalk&Let’slearnSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）4Topic（課題）Unit1HelpingathomePartBLet’stalk&Let’slearnType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonintegrates"Let'stalk"and"Let'slearn"fromPartB,focusingonnewchorevocabulary(watertheplants,cookthemeals,washtheclothes)andthesentencepattern"Canyou...?"withresponses"Yes,Ican./No,Ican't."Ithelpsstudentsdiscusstheirabilitytodomorehouseholdtasks.How:Throughdialoguelistening,vocabularypicturecards,pairpractice,androle-plays,studentsfirstlearnnewwords,thenmasterthe"Canyou...?"structure,andfinallycombinebothinconversations.Interactivegamesreinforceusage.Why:Itaimstoexpandstudents'chore-relatedvocabulary,enablethemtoaskandanswerabouttheirabilitiesinEnglish,andencouragethemtotakemoreresponsibilityathomethroughcommunicationpractice.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Masternewchorewords:watertheplants,cookthemeals,washtheclothes.2.

Use"Canyou...?"toaskaboutothers'abilitiesandrespondappropriately.3.

Combinenewwordsandsentencesinshortconversationsabouthouseholdtasks.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Learnnewchorevocabularyanduse"Canyou...?"sentencepattern.Difficultpoint：Respondwith"Yes,Ican./No,Ican't."correctlyincontext.Teachingaids（教學(xué)準(zhǔn)備）1.

Picturecardsofnewchores(wateringplants,cookingmeals,etc.)2.

Audioofthe"Let'stalk"dialogueandvocabularypronunciations.Teachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"We'velearnedtotalkaboutwhatwecandoathome.Today,let'slearnmorechoresandhowtoaskothersiftheycandothem."Showapictureofsomeonewateringplants,ask"Whatishedoing?"Letstudentsguess,thenintroduce:"We'lllearnthesenewwordsandausefulquestiontoday."Presentation（呈現(xiàn)）First,introducenewvocabulary:Showthe"watertheplants"card,saythephrase,mimicwatering,andexplain.Dothesamefor"cookthemeals"(pretendstirringapot)and"washtheclothes"(mimicwashing).Playtheaudio,letstudentsrepeat,andpracticesayingthephrasestogether.Thenplaythe"Let'stalk"dialogue,whichuses"Canyouwashtheclothes?"andresponses.Askstudentstolistenandanswer:"WhatdoesAmyaskTom?"Write"Canyou...?"and"Yes,Ican./No,Ican't."ontheboard.Explainthequestionisforaskingabilities,thendemonstratewith"Canyoucookthemeals?"Invitestudentstorespond,correctingintonation.Practice（操練）Pairwork:Studentstaketurnsaskingeachotherwithnewchores,e.g.,"Canyouwatertheplants?"Theotherrespondswith"Yes,Ican."or"No,Ican't."Thenaddfollow-up:"Whatcanyoudo?"toconnectwithpreviouslearning.Walkaroundtoassist,ensuringtheyusenewphrasescorrectly.Consolidation（鞏固）Organize"HelpfulTeam"activity:Divideintogroups.Giveeachgroupalistofchores(includingnewones).Onestudentasks"Canyou...?";othersraisehandsiftheycan,saying"Yes,Ican."Thegroupcountshowmanycandoeachchoreandreports:"Threestudentscancookthemeals."Thiscombinespracticewithteamworkandreinforcesbothwordsandsentences.Homework（作業(yè)）Level1(Basic)Readthenewchorephrases4timesandcopythemtwice.Level2(Intermediate)Askafamilymember"Canyou...?"with2newchores.Level3(Advanced)Write3sentences:"Ican...","Ican't...",and"Canyou...?"Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswereactiveinlearningnewchorewords,especiallyenjoyingtheactionmiming.Mostcoulduse"Canyou...?"toaskquestions,butsomehesitatedwhenrespondingwith"No,Ican't.,"oftenmixingupthestructure.Thegroupactivityeffectivelyreinforcedthephrases,butafewstruggledtorememberlongertermslike"watertheplants."Inthenextlesson,I'lladdmoreindividualresponsepracticeandusemnemonicstohelpmemorizenewvocabulary.Linkingchorestostudents'real-lifeabilitiesmightalsomakethelanguagemoremeaningful.

Unit1HelpingathomePartBReadandwriteSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）5Topic（課題）Unit1HelpingathomePartBReadandwriteType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthe"ReadandWrite"sectionofPartB,featuringashortpassageaboutchildrentalkingabouttheirhouseholdchores.Itincludeskeysentenceslike"Lindacancleanherroom"and"Tomcan'tcook"andrequiresstudentstoreadfordetailsandwritesimilarsentences.How:Studentsfirstreadthepassagetograspmainideasanddetailsthroughguidedquestions.Then,theypracticewritingsentencesabouttheirownchoresusingthemodel,withteacherfeedbackongrammarandspelling.Why:Itaimstoimprovestudents'readingcomprehensionofchore-relatedtextsandenhancetheirabilitytoexpresspersonalabilitiesinwriting,bridgingspeakingandwrittencommunication.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

Understandthemaincontentofthe"ReadandWrite"passageandanswerdetailquestions.2.

Writesentencesaboutpersonalchoresusing"can"and"can't"correctly.3.

DevelopconfidenceinreadingshortpassagesandwritingsimpleEnglishsentences.Keyanddifficultpoints（教學(xué)重難點）Keypoint：Readthepassagefordetailsandwrite"can/can't"sentencesaboutchores.Difficultpoint：Usecorrectverbformsafter"can"and"can't"inwriting.Teachingaids（教學(xué)準(zhǔn)備）1.

Printedcopiesofthe"ReadandWrite"passageforstudents2.

Samplesentenceswrittenontheboard(e.g.,"Icansweepthefloor.")Teachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,"We'vetalkedandpracticedalotaboutchores.Today,let'sreadastoryaboutwhatLinda,Tom,andLucycandoathome,thenwriteaboutourselves."Showpicturesofthethreechildrenfromthepassage,ask"Whatdoyouthinktheycando?"toarouseinterestinreading.Presentation（呈現(xiàn)）Distributethepassageandreaditaloudslowly,pausingtoexplainnewwords(e.g.,"tidy"means"cleanandneat").Askstudentstofollowalong.Afterreading,asksimplequestions:"CanLindacleanherroom?""CanTomcook?"tocheckunderstanding.Then,underlinesentenceslike"Lindacancleanherroom"and"Tomcan'tcook"ontheboard.Explainthatweuse"can"forabilitiesand"can't"forinability,withverbsinbaseform.Showsamplesentencesaboutyourownchores,e.g.,"Icanwashdishes.Ican'twaterplants."Practice（操練）Studentsreadthepassageagainsilentlyandanswer3detailquestions:"WhatcanLucydo?""Whocan'tcook?""WhatisLindagoodat?"Then,pairuptocheckanswers.Next,guidethemtowrite2sentencesaboutthemselves:onewith"can",onewith"can't".Walkaroundtohelpwithspellingandsentencestructure,e.g.,remindingthemtouse"sweep"not"sweeps"after"can".Consolidation（鞏固）Organizea"ShareandCheck"activity:Invite4-5studentstoreadtheirsentencesaloud.Theclasslistensandgivesathumbs-upifcorrect,orgentlypointsoutmistakes(e.g.,"Canyousay'Icanclean'insteadof'Icancleans'?").Then,havestudentsexchangepaperswithapartnertocheckeachother'swriting,focusingon"can/can't"andverbforms.Homework（作業(yè)）Level1(Basic)Readthepassageagainandcopytheunderlinedsentences.Level2(Intermediate)Write3sentencesaboutfamilymembers'chores(e.g.,"Momcancook.").Level3(Advanced)Writeashortparagraph:"MyChores"with4-5sentencesusing"can"and"can't".Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentsshowedgoodfocusduringreading,andmostcouldanswerdetailquestionscorrectly.Writingpracticewentsmoothlyforbasicsentences,butsomemademistakeswithverbforms,like"Icancleansmyroom"insteadof"clean".Afewstruggledtothinkofvariedchores,repeating"clean"and"sweep".Thepeer-checkactivityhelpedthemnoticeerrors,butshystudentsneededencouragementtoshare.Inthenextlesson,I'llprovidemoreverblistsforwritingandoffersentenceframes(e.g.,"Ican____.It'sfun!")toenrichtheiroutput.

Unit1HelpingathomePartCProject&ReadingtimeSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）6Topic（課題）Unit1HelpingathomePartCProject&ReadingtimeType（課型）NewLessonTextanalysis（語篇研讀）What:ThislessonintegratesCPart'sProjectandReadingTimearoundthetheme"HelpingatHome".ReadingTimeincludesashortpassageaboutchildrenindifferentfamiliessharinghousework,withwordslike"cooperate"and"share".TheProjectrequiresgroupstocreatea"FamilyChorePlan"labelingeachperson'stasksinEnglish.How:Studentsfirstreadthepassagetounderstandtheimportanceoffamilydivisionoflabor,thendiscussanddesignplansingroups.Itcombinesrole-plays(simulatingchoreallocation)andvocabularygames(reinforcingchore-relatedexpressions),withfinalpresentationsofresultsanddesignideas.Why:Itaimstoconsolidateunitlanguageknowledgethroughintegratedreading,speaking,anddoingactivities,developteamwork,andhelpstudentsrealizethesignificanceofsharingchores,connectinglanguagelearningwithlifepractice.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

UnderstandtheReadingTimepassage,graspkeyinformation(differentkids'choredivisions),andmasterwordslike"cooperate"and"share".2.

Collaborateingroupstocompletea"FamilyChorePlan",correctlywritingatleast5choresandresponsiblepersonsinEnglish.3.

Activelyparticipateinpresentations,introducingtheplaninsimpleEnglish.Keyanddifficultpoints（教學(xué)重難點）Keypoint：UnderstandthepassageandcollaboratetofinishachoreplanwithEnglishexpressions.Difficultpoint：AccuratelydescribetaskallocationintheplanusingEnglish.Teachingaids（教學(xué)準(zhǔn)備）1.

PrintedcopiesoftheReadingTimepassage,chorevocabularycards(includingnewexpressionslike"takeoutthetrash")2.

Blankplantemplates,coloredpens,markersTeachingsteps（教學(xué)環(huán)節(jié)）Teachingprocedures（教學(xué)過程）Revisedlessonplanning（二次備課）Leadin（導(dǎo)入）Greetstudentsandsay,“We’velearnedmanychoresandhowtotalkaboutthem.Today,we’llreadastoryaboutkidsdoingchorestogether,thenmakeaplanforourownfamilies!”Showapictureofthestory’scharactersworkingtogether,ask“Whataretheydoing?”Letstudentsshareideas,thenadd,“Let’sfindouthowtheycooperate!”Presentation（呈現(xiàn)）First,distributetheReadingTimepassage.Readitaloud,pausingtoexplainnewwords:“cooperate”means“worktogether”;“share”means“giveeachotherpartofsomething”.Askcomprehensionquestions:“Howmanykidsareinthestory?”“WhatdoesLilydo?”Afterreading,summarize:“Theysharechoresandhelpeachother.”ThenintroducetheProject:“Yourgroupwillmakea‘FamilyChorePlan’—writechoresandwhodoesthem,usingEnglish!”Showasampleplanwith“Dad:takeoutthetrash;Mom:cookmeals”todemonstrate.Practice（操練）Dividestudentsintogroupsof4.Giveeachgroupablankplan,vocabularycards,andcoloredpens.Guidethemto:1)Discuss5-6choresforafamily(usecardsforideas);2)Decidewhodoeseach(e.g.,“Grandpa:waterplants”);3)WritetheminEnglishontheplan.Walkaroundtohelpwithspelling(e.g.,“setthetable”not“settable”)andencourageusingvariedchores.Consolidation（鞏固）Holda“PlanShow”:Eachgroupsendsarepresentativetopresenttheirplan.Theysay,“Inourplan,Dadcan…Momcan…Wethinkit’sgoodtosharechores!”Theclassclapsandaskssimplequestionslike“WhydoesGrandmawaterplants?”Groupsrespondbriefly.Award“BestCooperation”tothegroupwithclearEnglishandcreativeideas.Homework（作業(yè)）Level1(Basic)Copy3sentenceswith“can”fromthepassage.Level2(Intermediate)Discussfamilychoredivisionwithfamily,write2itemsinEnglish.Level3(Advanced)Improvetheclassplanbyaddingfrequencyforeachchore(e.g.,“daily”,“weekly”).Blackboarddesign（板書設(shè)計）Reflection（教后反思）Studentswerehighlyengagedinthegroupproject,showinggoodteamworkwhendiscussingchores.MostcouldwritebasicEnglishphrasesontheplan,butsomestruggledwithlongertermslike“takeoutthetrash”.Thepresentationletstudentsspeakup,thoughsomeexpressionswerenotfluent,needingmoreshort-sentencepractice.Wordslike“cooperate”inthepassagewerewell-understoodbutrarelyused;nexttime,designsentence-makingactivities.Overall,studentsconsolidatedknowledgethroughpracticeandrealizedthemeaningofsharingchores,achievingteachinggoals.Unit2MyfriendsPartALet’stalkSubject（科目）EnglishGrade（年級）4Teacher（教師）Ms.LiPeriod（課時）1Topic（課題）Unit2MyfriendsPartALet’stalkType（課型）NewLessonTextanalysis（語篇研讀）What:Thislessonfocusesonthe"Let'sTalk"sectionofPartA,centeringonconversationsaboutdescribingfriends'appearancesandpersonalities.Keysentencesinclude"What'shelike?"andresponseslike"He'stallandfriendly."Itintroducesadjectivessuchastall,short,friendly,andfunny.How:Studentslearnthroughlisteningtodialogues,analyzingsentencestructures,andpracticinginpairs.Visualaidslikepicturesofdifferent-lookingkidsandrole-playactivitieshelpthemunderstandandusethetargetlanguageincontext.Why:Itaimstoenablestudentstotalkabouttheirfriends'characteristicsinEnglish,enhancetheirdescriptiveskills,andfosterpositivecommunicationaboutothers,layingafoundationforsocialinteractionsinlanguagelearning.Learningobjectives（學(xué)習(xí)目標(biāo)）1.

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